Digital credentials for environmental competencies: A scoping review of open recognition systems in climate education

Open education recognition systems are transforming how skills and competencies are validated across formal, informal, and non-formal learning environments. This scoping review examines current practices in open recognition systems—including micro-credentials, digital badges, and open educational resources (OER) completion certificates and participation badges—with particular emphasis on their application and potential in climate education. Following systematic search strategies across eight databases, we analyzed 70 publications (2010-2024) comprising journal articles, book chapters, institutional reports, and conference proceedings to map existing evidence, identify key concepts, and uncover gaps in applying these systems to climate education. The analysis reveals that while these systems have significant potential to bridge academic learning with professional demands and environmental action, their impact is limited by persistent challenges: lack of definitional consistency and quality-assurance standards across institutions; significant technological barriers to credential portability and verification; and lack of awareness and trust from employers, undermining these credentials’ currency in the labor market. Despite these challenges, notable findings include the growing importance of micro-credentials for validating climate adaptation skills, the value of open badges in recognizing interdisciplinary competencies essential for environmental action, and the need for integrated qualification frameworks that can accommodate both formal and informal learning pathways in sustainability education. This integration is critical for validating the interdisciplinary and action-oriented skills demanded by the green economy, often acquired through the non-formal and informal learning pathways characteristic of environmental action and advocacy. Our review concludes that a significant implementation and research gap exists between open recognition’s potential and its application in climate education. Most notably, we find a near-complete absence of recognition frameworks for eco-pedagogical activities, perpetuating focus on technical knowledge over transformative, action-oriented learning. We recommend that future work prioritize creating robust, co-designed assessment models for these critical competencies to bridge the gap between education and meaningful climate action.