This paper presents an innovative educational project that integrates microcredentials into university teaching, specifically for first year students at Universidad Pontificia Comillas. The initiative focuses on creating a virtual reality (VR) recreation of the 17th-century Imperial College Library and Chapel in Madrid, combining historical knowledge with advanced technological tools to enhance learning experiences.

Microcredentials are defined as short, flexible learning units—typically comprising fewer than 15 credits—designed to develop specific skills and competencies. This project aligns with the guidelines of the European Commission and the OECD for microcredential development, emphasizing transparency, relevance, portability, and a student-centered design approach.

The microcredential is part of an initiative that introduces the concept of integral heritage, encompassing tangible and intangible cultural heritage, nature, and spirituality. It aims to provide students—particularly digital natives from Generation Alpha—with technological training that complements their humanistic education. Given this generation’s constant connectivity and preference for visual and experiential learning, immersive and interactive methodologies such as virtual reality and gamification are especially effective in supporting engagement and knowledge acquisition.

The methodology integrates problem-based learning (PBL), challenge-based learning (CBL), and co-teaching to promote interdisciplinary collaboration between the humanities and engineering faculties. Students address real-world challenges—such as enhancing accessibility to cultural heritage—while developing critical thinking, creative problem-solving, and technical competencies. Gamification strategies, including online escape rooms and interactive puzzles, are incorporated to increase learner motivation and deepen engagement with artistic and historical content.

The microcredential was developed through a multi-stage process:

1. Content design informed by student profiles and program objectives;
2. Production of instructional materials, including video lectures, virtual reality models, assessments, and gamified activities;
3. Pilot implementation with small student cohorts, followed by evaluation of learning outcomes and user experience; and
4. Refinement and scaling for application beyond the initial Master’s program.

The technological ecosystem supporting the microcredential includes Moodle as the learning management system; SketchUp, TinkerCAD, and Fusion for VR content development; Genially for gamification; and Accredible for digital credential issuance. Learning analytics generated through Moodle are used to monitor student engagement and progression.

Results from the pilot implementation indicate that microcredentials effectively complement traditional classroom instruction, foster interdisciplinary collaboration, and leverage digital technologies to create engaging learning environments. The project demonstrates both the feasibility and sustainability of integrating microcredentials into higher education, particularly within fields such as Digital Humanities.

Nevertheless, the findings also reveal that not all first-year students possess the level of maturity required for fully autonomous learning. Approaches that may be highly effective at more advanced stages of study are not always equally successful in early undergraduate contexts. This paper presents an evaluation of student learning outcomes using clearly defined indicators, which inform strategies for improving and optimizing the use of microcredentials both as tools for autonomous learning and as complements to face-to-face instruction.

The conclusions and recommendations emphasize the importance of continuous content updating, adaptability to diverse educational contexts, and the promotion of interdisciplinary collaboration. The integration of virtual reality and gamification enhances immersion and motivation, while a student-centered design ensures relevance and educational impact.