"This paper analyses various approaches to micro-credentials, one of the most recent trends in higher education. Micro-credentials represent an “alternative” to traditional study programmes for acquiring independent formal qualification in higher education, whereas higher education institutions use it to achieve their mission of supporting adult education, i.e. lifelong learning in higher education. Even though a consensus regarding the definition of the term micro-credentials does not exist at either EU or national level, it can be stated that they represent small-scale and short learning programmes designed to offer specific knowledge, skills and competencies that satisfy social, personal, cultural as well as labour market needs. Apart from different interpretations of the term, the challenges of micro-credentials in higher education are identified in regard to regulatory frameworks, integration into national qualification frameworks, recognition and accumulating of micro-credentials as well as application of quality assurance mechanisms. Similar to other programmes, micro-credentials are not equally assessed. They can be understood in regard to their purpose and structure, as a mean of flexibility in higher education through the development of individual learning paths, as a mean of supporting higher education in an attempt to become more accessible to non-traditional students as well as an initiative to strengthen adult education in higher education. On the other hand, as the abovementioned education form is oriented towards specific set of knowledge, which is, despite emphasizing other needs, in neoliberal politics predominately oriented towards labour market needs, fragmentation in higher education can be identified. This state is in contrast with holistic nature of study programmes which have to be designed to enable students to acquire well rounded and complementary, theoretical and practical set of knowledge and skills during their respective studies. Despite numerous challenges of micro-credentials, learning programmes designed for the acquisition of micro-credentials deserve systematic consideration in higher education by respecting not only their specific context and structure and higher education system, but also the characteristics of the complete education system."