A new study in ECNU Review of Education argues that micro-credentials (short, competency-based qualifications requiring verified classroom evidence) offer a fundamentally different approach to teacher professional development. Rather than rewarding "seat time," micro-credentials restore educator agency and link learning to verifiable classroom results. With teacher job satisfaction having nearly cratered over the past fifteen years and a global retention crisis deepening, the author contends that micro-credentials represent a timely and necessary reimagining of how educators can take control of their learning.

Households with high incomes are the main beneficiaries of subsidy programmes supporting the clean energy transition. A team of researchers from the University of Freiburg, Stanford University, Indiana University and the University of Pennsylvania has analysed why this is the case and how energy policy can be made more equitable. The results have now been published in the journal Nature Reviews Clean Technology.