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within the higher education qualification framework as stackable, competency-based
learning units that complement traditional degree programs. Unlike conventional courses,
micro-credentials should be designed around discrete, job-relevant competencies (e.g.,
ERP system implementation, data visualization for financial reporting, AI-assisted
auditing), characterized by short duration, high practical intensity, and direct industry
recognition. Importantly, these micro-credentials should follow a “stackability” logic,
enabling learners to accumulate credits progressively and convert them into formal
qualifications. This mechanism is particularly critical for operationalizing lifelong learning
(LLC), as it allows both students and working professionals to continuously update their
skills without committing to full-length academic programs. To enhance labor market
signaling value, micro-credentials should be co-certified or aligned with international
professional bodies (e.g., ACCA, CPA, ICAEW), thereby bridging the gap between
academic qualifications and professional certification systems. In this sense, micro-
credentials function not only as learning tools but also as strategic instruments for
workforce upskilling and reskilling in the digital economy.
Third, deepening university–industry collaboration through a co-creation and co-
delivery model: Open universities should transition from traditional partnership models
toward a co-creation paradigm in which enterprises actively participate in curriculum
design, instructional delivery, and competency assessment. This involves integrating real-
world datasets, enterprise case studies, and technology-driven projects into the learning
process, thereby enabling students to develop analytical (ACS) and digital (ITD)
competencies within authentic professional contexts. Furthermore, collaboration with
accounting firms, auditing organizations, and technology providers (e.g., ERP vendors,
cloud accounting platforms) should be expanded to facilitate experiential learning
opportunities, including internships, project-based assignments, and simulation-based
training. The involvement of industry practitioners as adjunct faculty members also plays
a critical role in bridging the gap between theoretical knowledge and practical application.
To ensure sustainability, open universities should establish structured partnership
frameworks, including advisory boards, joint curriculum committees, and co-assessment
mechanisms, thereby institutionalizing industry engagement rather than relying on ad
hoc collaborations.
Fourth, enhancing pedagogical innovation and competency-based assessment
systems: Beyond curriculum content, pedagogical approaches should be fundamentally
reoriented toward experiential and learner-centered models, such as project-based
learning, case-based instruction, and digital simulation environments. These approaches
facilitate the integrated development of technical, analytical, and communication
competencies required in modern accounting practice. Assessment systems should also
evolve toward competency-based evaluation, incorporating multi-dimensional
assessment methods such as project outputs, real-world problem-solving tasks, and
industry-partner evaluations. This shift ensures that learning outcomes are measured in
terms of practical capability rather than purely theoretical knowledge.
Fifth, strengthening legal and policy-oriented training in the context of digital
governance: Given the significant role of legal and regulatory understanding (ULP), open
universities should integrate legal, institutional, and policy-related content into
accounting curricula in a systematic manner. This includes accounting and auditing
regulations, taxation frameworks, data protection laws, and policies related to digital
transformation and digital economy governance. Embedding real-world compliance cases,

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