The purpose of this study is to explore the feasibility of using micro-degree as a competency-based education in domestic 4-year universities by analyzing the application cases of micro-degree that emerged as an alternative degree system. For the purpose of conducting the research, the concept and core components of micro-degree were defined, and cases of five domestic universities that attempted to introduce micro-degree were compared and analyzed. As a result of analyzing, there are four key components of micro-degree: education goals will be specific competency-oriented, curriculum completion period will be short-term, curriculum will be unstructured, and certified as a degree. Based on this, the analysis results of five universities were discussed, and based on the research results, policy alternatives required when introducing the micro-degree system in domestic four-year universities and academic discussions required for policy realization were derived.

micro-degree, competency-based education, lifelong education, higher education innovation