A 2017 report published by the McKinsey Global Institute claims that by 2030, 75 million to 375 million workers (3% to 14% of the global workforce) will need to upskill and switch professional categories (Manyika et al., 2017). Micro-credentials have emerged as a significant innovation in higher education, offering short-term, specialized certifications to address the dynamic needs of learners and industries in these rapidly changing times. The increased focus on micro-credentials has put them firmly in the common educational lexicon, resulting in many SETU faculties currently or planning on developing them. This trend is set to increase with SETU in the process of developing its Micro-credentials Policy which underscores the need for a structured, evidence-based means of development. Using the latest digital technologies, this cross-campus project will design, develop, and pilot an accredited professional development micro-credential to train SETU lecturers and education support staff to develop and deliver micro-credentials. The project will utilise Instructional Design methods focusing on competency-based education and UDL principles emphasising inclusivity. Input will be sought from educators and SMEs to ensure relevance and inclusivity including attendance at a micro-credentials masterclass for CPD. The development phase will produce modular, stackable content to suit various educator needs which can be implemented across multiple Learning Management Systems (LMS). Next, the micro- credential will be piloted and feedback will be collated for iterative refinement before the micro-credential is made available under a Creative Commons license. The above illustrates the extent to which this project supports the call’s theme of digital transformation and aligns with the strategic priorities of lifelong learning, inclusivity, and future-focused education. It also aligns with SETU’s Strategic Objective 4.4.1 ‘Placing emphasis on developing short-term delivery and stackable micro credentials that can be transcripted and widely accepted by employers’. In addition, it aligns with the UNESCO ESD Framework to 2030: To Promote inclusive principles and practices, such as universal design for learning (UDL), across all educational levels to support more inclusive learning environments.