Appendix

Learn about the 2025 State of Credentialing methodology and learner and credential issuer survey demographics.

5 min reading time

The 2025 State of Credentialing is based on two original online surveys fielded in spring 2025 by Mantis Research in partnership with Accredible.

  • Credential issuers (n=175): Education and training leaders at organizations that issue digital certificates and/or badges as part of learning or certification programs. Recruited via Accredible, select partners (including 1EdTech and the Arizona Private School Association), and an independent panel.
  • HR & talent leaders (n=502): In‑house HR and talent professionals and recruiting‑firm leaders involved in hiring decisions. Screened to ensure they participate in at least one of: defining hiring criteria or evaluating candidate quality; overseeing hiring processes/systems; directly sourcing or screening candidates.

Key definitions

  • Digital credentials: Verifiable digital certificates and/or badges issued for learning or achieving certification requirements.
  • Successful issuers: Subset defined via a composite maturity/impact index described in Successful issuers play differently (see that section for criteria). All “successful vs. others” comparisons use this definition.

Data notes

  • Some questions included an “I’m not sure” option. Unless otherwise specified, these responses were excluded and percentages recalculated.
  • “Other (please specify)” write‑ins were excluded from visuals unless a clearly repeated theme warranted separate categorization or mention.

Credential issuers surveyed

HR & recruiting leaders surveyed

Credits

We extend our sincere thanks to the individuals and organizations whose expertise and perspectives shaped this year’s report: the Arizona Private School Association, Wendi Safstrom (SHRM Foundation), Courtney Haynes (Opportunity@Work), Scott Cheney (Credential Engine), Curtiss Barnes (1EdTech Consortium), Meena Naik (JFF), Noah Geisel (University of Colorado Boulder), Wendy Palmer (Lifelong Learning Practice), and Stephen Buckley (Digital Credentials Ltd), and Ashish Rangnekar (BenchPrep). Special appreciation goes to our research partner, Mantis Research, for their rigor and collaboration throughout this project.

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