Topic:
Bite-Size Learning: Micro-Credentials and the New Architecture of Education
As the demand for flexible, skills-focused education grows, micro-credentials are reshaping how learning is designed, delivered, and recognized. This topic explores the rise of bite-sized learning models that enable learners to acquire targeted competencies through short, stackable, and often digital credentials. It examines how micro-credentials support lifelong learning, workforce alignment, and personalized educational pathways, while also raising questions about quality assurance, accreditation, and employer recognition. Emphasis is placed on the evolving role of higher education institutions, industry partnerships, and technology platforms in building a more modular, accessible, and responsive education ecosystem.
DR. GEORGE ODONGO
Dr. George Odongo is an Associate Professor of Special Education in the School of Education at Utah Valley University in Orem, Utah. He earned a Doctor of Education (Ed.D.) in Special Education from Texas Tech University and a Master’s degree in Special Education from Wichita State University.
Dr. Odongo’s research focuses on the inclusion of students with disabilities, special education teacher self-efficacy, multicultural issues in special education, and the mentoring and induction of new special educators. His scholarship on inclusive education has primarily examined international practices, with a particular emphasis on developing countries. Throughout his career in higher education, he has contributed to the field through numerous publications and presentations at regional, national, and international conferences.
In addition to his research and teaching, Dr. Odongo has provided leadership in accreditation, curriculum development, and program assessment. He currently serves as a member of the Utah State Board of Education’s CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) State Leadership Team and the Utah System of Higher Education (USHE) Special Education Committee.