Micro-credentialing is unique because it spans epistemological paradigms, theoretical frameworks, and research methodologies in every academic discipline. Micro-credentialing and related technologies promote formal, non-formal, and informal learning among global adult learners through public-domain Open Educational Resources (OER) and other online courses that provide standalone enrichment or ancillary post-secondary knowledge and skills. Interests are rising in micro-credentialing as a verification tool. Yet, challenges to international standards, compatibility, language, validation, and efficacy require exploration to address technological issues, limitations, and implications for global adult learning. This paper introduces the foregoing concepts and relates them to concerns of the international adult education community. Educational researchers, instructional designers, administrators, and practitioners in academia, industry, and governments should understand historical details and current statuses to effectively prepare for sustainable creation, deployment, and storage of micro-credentials in the future. Likewise, consideration must be given to measuring and adapting to global adult learners' perceived value of micro-credentialing as an acceptable representation of knowledge and skills procurement through formal or informal, guided or self-directed, task-specific or generalized learning. [For the full proceedings, see ED625421.]