The growing demands of the Fourth Industrial Revolution (4IR) have underscored the need for flexible and inclusive education systems that support lifelong learning and digital equity. In Malaysia, micro-credentials have been introduced as modular, digital certifications that complement formal qualifications and provide alternative pathways for reskilling and upskilling diverse learners, including working adults, rural populations, and the B40 socioeconomic group. The purpose of this study is to examine how micro-credentials are defined, implemented, and recognised in Malaysia, and to evaluate their potential to advance inclusive learning. Using a qualitative document analysis approach, twelve national policy and institutional documents were identified and systematically screened through a PRISMA-inspired process, resulting in six core texts for detailed examination. The analysis was guided by UNESCO and OECD inclusion criteria, with emphasis on accessibility, accreditation, and learner inclusion. Four research questions structured the inquiry, focusing on conceptualisation, alignment with lifelong learning and workforce needs, institutional and quality assurance challenges, and equity of access. The findings show that Malaysia has developed a strong policy framework through documents such as the Malaysia Education Blueprint 2015–2025, the Malaysia Digital Economy Blueprint (MyDigital), MQA’s Guidelines to Good Practices: Micro-Credentials, and HRD Corp’s implementation strategies. These provide a coherent foundation for the development and scaling of micro-credentials and highlight their role in human capital development. However, persistent barriers remain: institutional readiness is uneven, digital inequities continue to constrain participation for marginalised learners, and accreditation and recognition mechanisms require further strengthening to build employer trust. The study concludes that while Malaysia has made important progress in legitimising micro-credentials, their potential to democratise education will depend on targeted interventions to bridge access gaps, enhance institutional capacity, and consolidate recognition systems, thereby realising their promise as a sustainable tool for lifelong learning and equity.