ABSTRACT
Digital badges are rapidly becoming a form of micro-credential used to evaluate competencies. This research contains two case studies, one on student perceptions and the other on employer interest in digital badges used in undergraduate business education. Both case studies presented students with a survey. The perceptions case study asked about student interest in badges used for employment, on social media, and with technology support, to find the relationship of these variables to motivation. The second case study examined perceptions of employer interest in digital badges, and students reported interest in collaboration, ethics and self-awareness, and innovation as it relates to critical thinking. Through hierarchical regression analyses, case #1 results indicate that student perceptions of earning digital badges were significantly and positively related to their interest in badges used for employment, with technology support, and motivation. Case #2 results showed that students interest in collaboration, and ethics and self-awareness, was significantly and positively related to critical thinking. Practical uses of digital badges in a postCOVID age are offered. Recommendations for future studies involving motivation, critical thinking, and improved academic performance are offered.