Abstract
This study examines how tourism microcredentials articulate vocational and liberal educational orientations at the level of curriculum design. Drawing on Tribe's (2002) Philosophic Practitioner framework, it analyses intended learning outcomes from tourism microcredentials developed within a Slovenian higher education context using qualitative content analysis. As Slovenia represents an early adopter of European Union microcredentials policy, the case provides insight into how EU ambitions are translated into curriculum design. Findings reveal a strong vocational orientation alongside substantial evidence of critical reflection, suggesting that educational ambitions may depend on how microcredentials are positioned within intentionally designed stacked curricular pathways.