In recent years, a clear trend towards personalised learning experiences has emerged. Individual
preferences are in the foreground and should be made possible, for example, through selectable
choices. If these courses take place in the same educational institution, the handling of credit and the
clear allocation to learning outcomes is usually possible. However, it becomes difficult when the options
also extend to courses outside the main educational institution. It is even more difficult when the study
opportunities occur, for example, at educational institutions abroad or at businesses with a strong focus
on practice. Here, accreditation is often very difficult, dependent on the case and a painstaking process,
unless it is regulated by law, for example through the Bologna Process in the case of universities. New
ways in adult education go a whole step further, especially via the so-called second-chance education,
when the trainee has a choice of often hundreds of possible courses at various educational and
vocational institutions. However, the diploma or work permit is ultimately awarded by the authorities and
not a specific university or college. This is an ideal example for the concept of micro-credentials or the
possibility of partial achievements being made through various channels, whereby each of these microcredentials
clearly defines the educational goal that is required and the extent to which this has been
achieved by the learner. The most important factor regarding micro-credentials is a standardised form
of storage, presentation, verification and approval processes. By discussing a demonstrator, this paper
shows how blockchain technologies in combination with digital identities represent a feasible approach
to mapping and comparing micro-credentials.peer-reviewe
