,
Acting Professor, Department of Preschool Education, Navoi State University , Navoi , Uzbekistan
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Department of Uzbek and Foreign Languages, Fergana Medical Institute of Public Health , Fergana , Uzbekistan
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Samarkand State Medical University , Samarkand , Uzbekistan
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Head, Department of Information Technology and Mathematics, Tashkent International University of Education, Tashkent; Student, Center for Higher Education Development and Global Cooperation under the Ministry of Higher Education, Science and Innovation, Tashkent Uzbekistan
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Professor, Chair of Psychology, Bukhara State University , Bukhara , Uzbekistan
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Department of Preschool and Primary Education, Termez University of Economics and Service , Termez , Uzbekistan
Professor, Samarkand State Institute of Foreign Languages , Samarkand , Uzbekistan
The rapid development of digital learning technologies has raised concerns about credential fraud, centralized data, restricted learner mobility, and limited epistemic agency. Traditional credentialing systems, generally organised by universities, accreditors, and centralised systems, restrict students' autonomy by lacking ownership, portability, and verifiable control over the personal records. This paper will analyse the effects of decentralised blockchain credentialing and how it transforms students' autonomy and epistemic agency in digital learning systems worldwide. A mixed-methods approach was utilized, and 1,248 learners were sampled in 18 countries that joined blockchain-based credential systems on infrastructures supporting Ethereum and Hyperledger. Perceived autonomy, credential portability, and epistemic agency were measured quantitatively using pre- and post-use platform data collected over a 12-month interval. Verifiable credentials and self-sovereign identity (n = 64) in learners' experiences may be examined through qualitative interviews. Findings reveal that perceived learner autonomy has increased by 37% (p < 0.01), credential verification time has decreased by 42%, and cross-border credential recognition has improved by 29%. Also, 68% of respondents reported increased control over the sharing of credentials, and disputes over credential verification declined by 23%. Structural equation modelling showed that decentralized ownership was a significant predictor of epistemic agency (β = 0.54, p < 0.001). The results suggest blockchain-based credentialing enhances learners' autonomy through self-sovereign identity, verifiable transparency, and portability without borders. While it is necessary to point out considerable implementation issues, such as interoperability (between blockchain infrastructures) and the preponderance of low levels of digital literacy, the literature review concludes that peer-based credentialing is a decentralised system that can reorganise digital education governance by providing models that empower learners and democratize knowledge validation to a high degree.
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