Credit mobility is a key element of today's higher education systems and has the potential to facilitate flexible,
inclusive and learner centred pathways across institutions and nations. This is a review paper that views credit mobility as
an educational infrastructure and explores how it can contribute to global transfer pathways via Prior Learning
Assessment (PLA) and alternative credit. It draws on the literature on credit systems and recognition mechanisms as well
as new approaches like competency-based education and digital learning environments. This analysis illustrates the
importance of PLA in both validating experiential and informal learning for both access and time to degree, as well as
increasing learner motivation. While this is happening, other credit systems can help diversify learning pathways through
outcome-based assessment and flexibility. Any comparison to the global context shows that other regions like Europe have
established a unified system like the ECTS, whereas other contexts like the United States and Australia are still based on
more local and policy based systems. These differences offer opportunities and challenges when it comes to seamless credit
transfers. The review also highlights the critical challenges for effective credit mobility such as the absence of
standardization, institutional resistance, quality assurance issues, and technological differences. A coordinated effort is
needed between policy interventions, effective evaluation systems and digital solutions to enable transparent and trusted
credit recognition systems. In conclusion, the paper suggests that in order to make credit mobility more than just a
process, it must be recognized as a platform for supporting lifelong learning and global educational equity.
Publication Date: 2026-06-13