Implementing European Digital Credentials in Non-Formal

Education: A Prototype for the Digital Learning Campus

Tina John

and Pascal Hürten

Institute of Interactive Systems, Technische Hochschule Lübeck, Mönkhofer Weg 239, 23562 Lübeck, Germany

Keywords: European Digital Credentials, Europass, Digital Learning Campus, Non-Formal Education, Moodle Badges,

Open Educational Resources, Micro-Credentials, European Learning Model, Educational Technology.

Abstract: The Digital Learning Campus (DLC) provides an innovative educational environment that combines digital

and physical learning opportunities. This paper presents a prototype for issuing European Digital Credentials

(EDC) within the DLC framework, aligning with the Europass system to enhance the recognition of non-

formal learning. The study explores the integration of Moodle Badges with EDCI standards, focusing on

overcoming technical and organizational challenges. The implementation leverages Moodle's native badge

functionalities and extends them with additional metadata to meet the European Learning Model (ELM)

requirements. Findings indicate that the developed solution can securely issue digital credentials, ensuring

their interoperability and recognition across Europe. Future work aims to refine the integration, improve user

experience, and expand the scope of recognized competencies. This research contributes to the ongoing efforts

of creating a robust digital credentialing ecosystem that supports lifelong learning and professional

development.

1 INTRODUCTION

In the modern educational landscape, the digital

certification of competencies and qualifications is

playing an increasingly important role. The Europass

Wallet provides a platform to securely store and

manage educational credentials (Rentzsch, 2021).

Buchem (2024) discusses the possibilities offered

by the digital development of micro-credentials,

badges and data wallets as the future of recognition.

This thesis presents a further digital development,

which can advance the proof of non-formally

acquired competences.

The Digital Learning Campus (DLC) offers an

open learning opportunity for all citizens and is not a

formal education or training institution. Learning thus

takes place in the non-formal sector outside the main

education and training systems. Nevertheless, some

courses are organized in such a way that they can be

very close to the formal system, although the scope of

education of a course of study, for example, will not

be covered in one offer.

https://orcid.org/0009-0003-3528-3792

https://orcid.org/0009-0004-7260-3940

Bliesmer & Komorek (2022, p. 493) describe

learning processes as non-formal learning that have

been deliberately developed in structured

arrangements where educational offers such as

experiments, exhibits, excursions, etc. have been

deliberately developed in order to trigger learning

processes in users. However, we assume that

stimulating the learning process in non-formal

learning cannot be evaluated by examinations and

therefore cannot be certified. Especially in the context

of Open Educational Resources, the allocation of

micro-credentials for recognition of non-formal

learning has emerged. Tillmann et al. (2019) confirm

the issuance of certificates for non-formal learning in

the form of badges for learning activities completed

online but describe non-formal learning as learning

embedded in planned activities that are not explicitly

referred to as learning. According to the Commission

of the European Communities (2000), non-formal

learning takes place outside the main education and

training systems and does not necessarily lead to the

acquisition of a formal qualification. Organizations or

services set up to complement formal systems can act

612

John, T. and Hürten, P.

Implementing European Digital Credentials in Non-Formal Education: A Prototype for the Digital Learning Campus.

DOI: 10.5220/0013482200003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 612-619

ISBN: 978-989-758-746-7; ISSN: 2184-5026

as a place of non-formal learning. The DLC should be

understood as such a place.

The aim is to create a solution that makes it

possible to issue digital certificates for non-formal

educational offerings that meet the standards of the

European Commission and are thus recognized

throughout Europe. These digital credentials provide

a flexible way to granularly document and validate

acquired skills, which is particularly beneficial for

lifelong learning and professional development.

The motivation here is to offer added value for the

educational offerings in the Digital Learning Campus

and comparable training providers that goes beyond

the added value for personal education. Graduation

should be recognized wherever competencies are a

decision-making criterion. Be it with employers, team

compositions, training measures and the like.

The European Commission has created an

infrastructure. It includes Europass and electronic

seals, which serve as the digital equivalent of

institutional stamps. According to Griffiths et al.

(2024), there is no direct way to store badges as

mentioned by Tillmann et al. (2019) in the Europass

Wallet, but there are developments that could enable

future integration. The European Digital Credential

Infrastructure could create a basis for the automatic

transfer of badges to the Europass system (Griffiths et

al., 2024). A prototype for this is presented in this

paper.

2 BACKGROUND AND

FRAMEWORK

2.1 Digital Learning Campus

The Digital Learning Campus offers an innovative

educational environment in Schleswig-Holstein in

Germany that combines both digital and physical

learning opportunities. The digital learning and

collaboration platform allows users to create personal

profiles and access a wide range of educational

offerings. This is complemented by a network of

physical learning venues at different university

locations, which are connected via the platform, thus

promoting exchange and collaboration between

learners.

Particular attention is paid to interdisciplinary

cooperation with partners from business, science and

society. The aim is to provide participants with

practical and application-oriented learning content

that is taught both in self-directed online courses and

in practical face-to-face events (Filk, 2024).

A central feature of the Digital Learning Campus

is also its accessibility and free use, which enables

broad participation in educational offerings.

2.1.1 Offer and Target Group

The educational offerings of the Digital Learning

Campus include both online courses and face-to-face

events that are specifically designed to teach future

skills. These offers are aimed at various target groups,

including students, professionals, companies, job

seekers and simply educated citizens who want to

expand their skills or prepare for the requirements of

a constantly changing labor market.

2.1.2 Offering

The events at the Digital Learning Campus in

Schleswig-Holstein are carried out by a large number

of providers who include different educational and

cultural institutions. Universities, universities of

applied sciences and regional learning venue

networks are actively involved in the design of the

programs.

In addition, media institutions are involved in the

teaching of digital skills. Foundations and non-

governmental organizations as well as technical

institutions also expand the range of topics offered.

Freelance trainers are also trained and can generate

offers.

2.1.3 Structure

A digital platform serves as a central point of contact

for networking providers and learners. Those

responsible for learning regions and learning zones of

the physical learning locations have a content

management system available for administration.

Offers are realized via the specification of metadata on

the platform. The DLC's online courses are created

and delivered in a seamlessly linked Moodle instance

(Moodle, n.d.), but are linked to the platform via the

metadata. In addition to the course or event title,

location, time, the metadata for each offer also

includes information on the future skills from the

Framework "Future Skills 2021” (Stifterverband für

die Deutsche Wissenschaft e.V., 2021) to be taught,

the level of learning objectives, and the learning

objectives and scope of learning can be specified. It

also records whether an offer offers a certificate or not.

2.2 Digital Certificates and

Micro-Credentials

According to Griffiths et al. (2024), micro-credentials

offer a flexible and targeted way to recognize

Implementing European Digital Credentials in Non-Formal Education: A Prototype for the Digital Learning Campus

613

knowledge and skills. They are important for both

formal education and professional development.

According to the European Commission, micro-

credentials are not intended to replace traditional

degrees, but to complement them. However, their

integration into open educational resources requires

significant investment in defining learning objectives

and assessment mechanisms. Experts emphasize that

the success of these digital certificates depends

largely on the quality of the assessment processes, as

many open educational offers do not include their

own assessment materials.

2.2.1 Moodles Role

Moodle plays an important role in the delivery of

online learning opportunities and is often used for

Massive Open Online Courses that can issue

certificates. However, there are only a few examples

in which Moodle repositories directly issue

certificates for the use of open educational resources.

Universities often use Moodle as part of their micro-

credential strategies, relying on content from open

educational resources.

2.2.2 Electronic Signatures

The implementation of open credentials brings

various challenges. Technologically, there is often a

lack of capacity to use existing digital certificates

efficiently, even though technical solutions are

available. Standards for electronic signatures play a

central role in building trust. Organizational

challenges are separating instructional content and

assessments, as open educational content is available

free of charge, while assessments involve financial

outlays. Institutions are faced with the task of

developing business models to make valuations

economically viable. In addition, financial challenges

must be overcome, as open education initiatives and

their certification require sustained government

support. A sensible financing mix of state subsidies,

institutional contributions and fees from learners is

necessary.

2.2.3 Combinability of Micro-Credentials

An important aspect for the further development of

micro-credentials is their combinability to

incorporate them into larger academic or professional

qualifications. This requires standardized

qualifications frameworks, which are supported in

Europe by the European Qualifications Framework.

Pilot projects show that such combinations are

possible, but administrative and organizational

hurdles still need to be overcome.

2.2.4 Trust and Acceptance

Trust in digital certificates can be strengthened

through transparent assessment processes and digital

security mechanisms, such as digital signatures. The

European Commission has created a trustworthy

infrastructure with Europass (Ivanovna, 2014; Bopp,

2020). Nevertheless, the challenge remains to further

increase the acceptance of such digital certificates in

the world of work.

Europass is considered an essential tool to

promote the transparency and transferability of

qualifications within the European Union. The

European Qualifications Framework and the ESCO

Classification, which systematically record skills,

qualifications and occupations, contribute to

standardization (European Commission, Directorate-

General for Employment, Social Affairs and Inclusion

2019). Availability in 29 European languages means

that educational qualifications can be made

understandable throughout Europe. However, one

challenge is that there is no central infrastructure for

the national recognition of these digital certificates.

In summary, Europass and the European Digital

Credentials Infrastructure are important tools for

promoting digital certificates in Europe. Moodle

plays a supporting role in delivering course content,

while micro-credentials provide a customizable way

to recognize skills.

2.3 Europass Wallet in the EDCI

The Europass Wallet as a digital tool that allows users

to securely store and manage their educational

credentials and qualifications (Erasmus+ Education

Office, 2018). Users can share their wallet address

with institutions to obtain digital Europass certificates

and store them securely. The wallet facilitates the

sharing of qualifications with potential employers or

educational institutions and ensures the authenticity

of the stored documents.

The European Learning Model (ELM), the

European Digital Credentials Infrastructure and

Europass together form a system for standardizing,

issuing and managing educational credentials in

Europe. The European Learning Model serves as a

comprehensive data model to describe learning

opportunities, qualifications, accreditations and

certificates in a uniform format. European Digital

Credentials Infrastructure (EDCI) is an infrastructure

for issuing authentic, tamper-proof digital credentials

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614

and uses the ELM as a data model for the certificates

issued (Gottlieb & Bacharach, 2023). A European

Digital Credential is such a digital certificate.

EDCI is an essential part of the Europass

framework and allows the issued digital certificates to

be stored and managed in the Europass Wallet. In this

interaction, the European Learning Model forms the

basis for the data format of the digital certificates,

while the EDCI takes care of their issuance and

validation.

2.4 European Learning Model

The European Learning Model (ELM) is a semantic

data model. It provides a standardized basis for the

collection and exchange of educational data and

ensures interoperability between different

educational institutions and platforms. With over 480

properties, the model enables a detailed collection of

all relevant educational data and covers formal as

well as non-formal and informal learning.

The ELM structures educational processes based

on central entities such as organizations, certificate

holders, qualifications, accreditations and personal

identity. This allows educational offers and awarded

certificates with learning activities and assessments to

be precisely documented. The model also supports

the licensing of courses and programs as well as the

recognition of qualifications.

A particular advantage lies in the clear assignment

of learners and their educational achievements. This

improves the traceability of student memberships and

facilitates the recognition of acquired competences.

By using a common vocabulary, the ELM

improves interoperability between educational

institutions and promotes consistent processing of

educational data. It forms the basis for a transparent

and uniform certification that makes digital

educational certificates accessible throughout Europe.

2.5 Moodle Badges

Moodle Badges are digital awards given within

Moodle courses to document and recognize the

progress and special achievements of participants.

They serve as visual validation of acquired

knowledge, skills, or competencies and provide a

flexible way to engage learners and incorporate

gamification elements into courses. There are two

main types of badges: course-specific badges, which

are awarded for accomplishments within a specific

course, and global badges, which are available

system-wide and recognize cross-achievement

achievements. Badges can be awarded based on a

variety of criteria, including completion of specific

activities such as tests or assignments, completion of

the course, or manual awarding by trainers.

From Jovanovic & Devedzic (2014) technically,

they are based on the Open Badge Standard, a free

format that makes it possible to purchase badges from

various educational institutions worldwide and to

organize and share them in a personal collection, the

so-called "Backpack". The metadata contained in the

badges complies with the W3C Verifiable Credentials

Data Model and ensures that it can be read and

validated by other platforms. However, they do not

meet the criteria according to the EDCI, in which the

data must follow the ELM.

3 METHOD

Micro-credentials for Open Educational Resources

from the Moodle learning platform but also

credentials for completing a course or series of events

in person, are to be made available in the Europass

Wallet as European Digital Credential. In the

framework of the Digital Learning Campus, the

functionality of the native badges in Moodle is a good

starting point for this. In addition, the European

Digital Credential Infrastructure and the associated

services and documentation are used to implement an

interface between Moodle badges and European

Digital Credential. The European Learning Model

specifies the data structure of the content. Figure 1

outlines the necessary technical components and the

workflow.

3.1 Use Moodle Native Badge

Functionality

Moodle already provides all interfaces for the

creation of awards depending on performance. The

Moodle native interface for badges is fully used.

In concrete terms, this means that the conditions

that must be met for a badge to be shown are

configured directly in Moodle. Especially in the

context of the Digital Learning Campus, it will be

necessary to create and use creative conditions.

Standard conditions are activity completion, course

completion, completion of several courses, but also

the completion of the user profile or membership in a

global group. Since the badges in this thesis

distinguish achievements, the latter conditions are

rather not applicable. However, in addition to all the

conditions, the activities or courses complete and the

manual assignment by users of a certain role are very

interesting. In this case, it is conceivable that face-to-

Implementing European Digital Credentials in Non-Formal Education: A Prototype for the Digital Learning Campus

615

face courses led by a teacher, or a trainer can award

such a manual badge based on the performance of a

learner in the respective course. Automatic activity

tracking as with course completions is not possible in

this context. A self-disclosure would be conceivable

at this point, but the badge should retain its value

through the external assessment.

Figure 1: Technical components and workflow for the

creation of an EDC in Moodle. Gray squares mark areas that

are given as software, function or from the infrastructure

and the black squares mark areas in which own work has

been incorporated.

3.2 From Badge to EDC

As can be seen from section 2.5, there are different

types of badges for different achievements. For

technical reasons, among other things, the creation of

EDC for global badges, which are available system-

wide and recognize overall successes, has been

implemented. System-wide badges can be easily

managed across platforms and offer a great deal of

design freedom in the DLC framework for the

issuance of digital certificates for face-to-face events.

In addition, the distinction between badges as a

gamification element can thus be well differentiated

from a kind of certificate.

The check for completion of the requirements for

a badge is handled by the badge functionality in

Moodle and the global badge is issued via native

functions. Badges can therefore continue to be used

as gamification. The only important thing for the

European Digital Credential is the data contained in

the badge.

A Moodle Badge does not follow the ELM nor

does it contain all the information necessary to issue

a valid EDC. Additional necessary information is

therefore obtained from the metadata of the course.

For the online courses, additional course data is

already requested when entering and creating the

course via a Moodle extension ILD Meta (THL-ILD,

2025a). The collected data is processed as entities of

the European Learning Model in a json data format.

At this point, the format requirements for a European

Digital Credential are met. The data is now signed

with the EDCI issuer and forwarded to the recipient.

3.3 EDCI Issuer

The EDCI Issuer is a web application provided by the

European Commission that enables educational

institutions to issue digital, tamper-proof

qualifications and other learning certificates within

the European Education Area. The European

Commission provides the EDCI Issuer as an open-

source software solution that educational institutions

can install and operate on their own servers. The

prototype of an EDCI issuer has therefore been added

to the DLC ecosystem.

The signing process in the EDCI issuer starts

with validating the received JSON file to ensure that

it complies with the European Learning Model

(ELM) and that all the required information is

structured correctly. The EDCI issuer then generates

a digital credential based on the validated data. To

ensure the authenticity and integrity of this certificate,

a qualified electronic seal (eSeal) of the issuing

institution is applied. This eSeal acts as the digital

equivalent of a physical stamp and confirms the

origin of the document. The application of the eSeal

is carried out via the integration of the Connecting

Europe Facility Digital Signature Service (CEF

DSS), a Java library for the creation and validation of

electronic signatures. Finally, the signed digital

certificate is either sent directly to the learner by e-

mail or deposited in their Europass wallet.

The electronic seal had to be purchased from a

third-party provider for the DLC.

4 RESULT

If all requirements for the technical infrastructure are

met, a European Digital Credential can be created

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based on an issued Moodle badge for achievements in

non-formal learning with the help of the developed

Moodle plugin Moodle local ISY credentials (ILD-

THL, 2025) and stored in the Europass Wallet and

displayed in the Europass Viewer (as shown in Figure

2).

Figure 2: An example of a European Digital Credential in

the Europass Viewer obtained by completing several online

courses in the DLC.

By using an electronic seal, the certificate is

validatable (see Figure 3) and tamper-proof. The

holder has full control over the storage and sharing of

the certificates in the wallet. The certificates are

accessible in the wallet at any time and the

standardized format facilitates recognition

throughout Europe.

5 DISCUSSION

Moodle uses native badges in the technical sense of

the Open Badges (section 2.5) as certificates of

learning success, which contains almost enough

information for a minimal viable product of a

European Digital Credential, but for direct use that

does not output information in the correct format. For

better acceptance and to increase the added value of

an EDC, further entities of the ELM must be filled,

which must be done through alternative data

collection and the associated data extraction.

Figure 3: An example of a European Digital Credential in

the Europass Viewer with the verification of the credential.

As part of the European Digital Credential

Infrastructure, the European Commission provides all

the necessary documentation and the necessary

software open source, which creates a signed json with

data that follows the ELM from a data set. These were

used to create the prototype that can successfully

create EDC. Even when using the prototype, it is

necessary to set up an EDCI issuer for every

educational institution. In the framework of the DLC,

the biggest problem is that the issuer himself can only

manage one seal. This is a bigger problem for the DLC

ecosystem, as each institution that has its own seal

would have to be provided with its own issuer.

Another major hurdle is the use of the electronic

seal to ensure the integrity and authenticity of

credentials. The necessity is obvious. It creates trust

and protects against counterfeiting. Nevertheless,

obtaining a seal and the associated costs must be seen

as a challenge. Europass classifies seals into different

Implementing European Digital Credentials in Non-Formal Education: A Prototype for the Digital Learning Campus

617

categories. For comparability in value to a signature

and a stamp on a document, a qualified seal is seen as

a prerequisite. Qualified seals are electronic seals that

are connected to the issuing server on servers with a

special chip with a hardware security module or a

sealing device, a kind of USB stick. This poses a

challenge for an asynchronous implementation of the

sealing process as provided for in the DLC

framework, which does not operate its own physical

server. Providers of remote sealing services could be

a solution for this, but this is also associated with

calculable costs.

The value of the EDCs created by the prototype

and further developments is not foreseeable now. On

the one hand, there is the question of accreditation, but

also to what extent micro-credentials, which do not

award full-fledged degrees and have also been

acquired through non-formal learning, are accepted by

society. Here, both exhibitors, recipients and

examiners must be addressed in the discussion. Micro-

credentials could come closer to formal learning

qualifications in terms of the implementation and

exploitation of the concept of combinability in terms

of the learning time spent.

However, the question and the benefits of the

combinability of micro-credentials may not be

seriously addressed until micro-credentials are

recognized at all. But perhaps micro-credentials first

must prove their combinability to gain recognition at

a macro level.

As discussed in detail in Griffiths et al. (2024),

Rentzsch (2023) and Tillman et al. (2019), the

acceptance of micro-credentials depends not only on

the technical implementation but also on how learning

content is tested and on various other factors that must

be created beyond the technical possibilities and

requirements.

Griffiths et al. (2024) expects that the ongoing

development in the areas of digital education and

certification standards could lead to a closer

integration between Moodle and Europass in the

future. The presented prototype, which was

implemented as a proof of concept, is to be further

developed into a fully functional part of the ecosystem

of the Digital Learning Campus.

6 FUTURE WORK

For the future development and optimization of the

integration of Moodle certificates into the Europass

Wallet, there are several important aspects that will

be considered. First, Moodle does not provide any

bucket for storing EDCs, thus the EDC Collector in

Figure 2 needs to be implemented.

A central challenge will be the mapping of the

entities of the European Learning Model (see the

ELM Browser in Europass (n.d.) for all the entities

and attributes) within the Moodle platform. For

example, the learning activity type is defined by a

predefined vocabulary that is currently not fully

mapped in Moodle. One possible solution could be to

provide this vocabulary via a drop-down menu in the

user interface to enable consistent and standardized

data entry. In addition, it must be analyzed how and

from where the relevant data can be retrieved in

Moodle to ensure consistent assignment to the ELM

entities. This task must work equally well for both

face-to-face and online offerings.

The Digital Learning Campus aligns the offers

with the expected “Future Skills 2021” (see section

2.1.3), which are already part of the DLC as a

competency framework and are to be linked to the

competencies of the ESCO Taxonomy (see section

2.2). One priority in the development is to also show

these competencies in the certificate.

Another important aspect is the handling of

further entries in Moodle. Since not all possible

entities of the ELM are implemented in Moodle and

the Moodle extension ILD Meta, an extension of the

platform would be necessary to enable users to enter

further possible data directly via the user interface.

This should be done considering intuitive user

guidance and an optimized user experience to ensure

a high level of acceptance and ease of use.

In addition, the question arises to what extent the

possibility of a verifiable presentation provide by

ELM should be considered in future developments.

This view limits the information in the certificate to

essential points.

Another area for future developments is the

mapping of badge issues within the existing ELM

entities. For example, permissions such as the "You

are a trainer" entitlement could be granted based on

submitted evidence or completion of additional

courses. This requires a detailed analysis of how such

permissions can be realized in Moodle and seamlessly

synchronized with the Europass Wallet.

Future work will focus on overcoming the

technical and organizational challenges of this

integration, developing standardized interfaces and

adapting the existing structures in Moodle to the

requirements of the European Learning Model.

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618

7 CONCLUSION

The Digital Learning Campus makes a significant

contribution to the digitization of the educational

landscape. A structured combination of formal and

non-formal learning opportunities promotes learner

autonomy and creates new opportunities for lifelong

learning.

The link to the Europass Wallet also ensures that

acquired qualifications can be digitally certified,

securely stored and recognized throughout Europe.

The campus thus offers a platform that combines

open educational offerings with signed certificates

that are validated by the European Digital Credentials

Infrastructure. This enables learners to prove their

skills transparently and in a forgery-proof manner.

Future challenges are to further increase the

acceptance of digital certificates and to optimize their

integration into existing education and qualification

systems, especially in the area of non-formal learning.

ACKNOWLEDGEMENTS

This study was funded by the Schleswig-Holstein

Ministry of Education, Vocational Training, Science,

Research and Culture, which is leading the DLC

project, which is supported by 40% funding from the

European Regional Development Fund (ERDF).

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