Micro-credentials are transforming digital education by offering flexible, targeted, and accessible ways for learners to acquire and demonstrate skills. Micro-Credentials are small, specialized certifications following a short learning experience, which recognize the knowledge or skills someone acquires in specific subjects or fields. Since 2011, when the Mozilla Foundation introduced the Open Badges system, the use of Micro-Credentials has grown and is now widely employed by all digital platforms offering distance education (Coursera, edX, Udacity, etc.) to certify learners' knowledge, and they are recognized as additional qualifications by employers. Micro-Credentials are becoming increasingly popular as an alternative or complementary form of education, particularly in fields where skills evolve rapidly, such as technology and digital skills, and represent a significant advancement in the field of non-formal and lifelong learning.

In the evolving landscape of digital education, there is an increasing need to enhance traditional Learning Management Systems (LMSs) by integrating innovative pedagogical practices that promote active participation and learner autonomy. This study presents the transformation of a Greek LMS platform into an open learning ecosystem, incorporating three key educational innovations: collaborative hackathons, microcredentials, and blended learning support. The primary goal was to modernize the LMS in a way that encourages deeper engagement, social learning, collaboration, and mixed learning. To accomplish this objective, the system integrated advanced innovative tools designed to facilitate structured collaborative processes including hackathons, microcredentials aligned with specific learning objectives, and blended learning through flexible content delivery and student learning tracking tools. The use of these tools in the educational process contributes to the creation of a more dynamic and participatory learning environment, where knowledge is co-shaped and learning acquires a social character. In addition, the tools promote differentiated learning, allowing students to engage at their own pace and in their own way.

Extended reality (XR) has emerged as a transformative technology, offering innovative ways to visualize and interact with digital content. For educators, XR constitutes a valuable tool that advances pedagogical experience and improves teaching quality and clarity. While the literature highlights case studies and general guidelines for XR content development, there is limited focus on interaction techniques based on a comparative methodology within educational XR games. This study evaluates different interaction techniques from developers and users perspectives to identify strengths and limitations, providing useful insights to guide future developments in the field. Performed analysis determines the context in which each technique is most effective, how different techniques can be combined, and how integration can be improved for optimal impact. Additionally, methods for transitioning from traditional interaction techniques to modern XR approaches utilizing 3D space and interaction requirements are proposed. A theoretical framework for integrating, configuring, and blending interaction techniques in XR environments tailored for educational purposes is introduced to assist developers and educators in selecting and combining techniques to maximize their effectiveness in different educational contexts and challenges. By addressing these critical aspects, this paper contributes to advancing the understanding and design of XR interaction strategies, ultimately fostering better learning experiences and leading to improved educational outcomes.

Recycling education is important for promoting pro-environmental sustainable behavior, yet traditional approaches often lack engagement and impact, particularly among younger audiences. This study presents a digital, turn-based card strategy game designed to teach recycling principles and concepts through interactive city-building mechanics. Set in an augmented reality environment, the game challenges players to balance population growth, resource use, and waste management to maintain a high well-being score for their city. Players construct digital buildings (houses, recycling facilities, resource infrastructures), each influencing waste production, recycling efficiency, and overall well-being. The game integrates educational content with engaging decision-making, aiming to foster system thinking and eco-conscious behavior. Unlike prior AR approaches, this game focuses on digital interaction, leveraging immersive game-based learning. Usability and engagement were evaluated using the in-game version of the Game Experience Questionnaire (GEQ). Findings support that users responded positively to the prototype’s game experience, suggesting that the digital game is promising. The study contributes to the growing field of digital pro-environmental education, providing insights into how interactive gameplay can support environmental awareness and laying groundwork for future evaluation of its educational impact.