Republic Polytechnic (RP) adopts a learner-centred approach, acknowledging student voice as central to the learning experience by employing instructional strategies, such as problem-based learning, project-based learning, interactive seminars and cognitive apprenticeship. With technology revamping the way humans live, communicate and conduct business, e-learning is increasingly used as a mode of lesson delivery in the campus. Together with the other learner-centred instructional strategies, Microlearning (ML) which is an instructional design that delivers information in a smaller and easier-to-digest format, has the potential to be weaved into the curriculum to achieve the desired learning outcomes.

In this study, a conceptual framework is developed to implement microlearning in the curriculum at Republic Polytechnic for learner-centred environment. The framework covers the following aspects:
• What is microlearning?
• Why should microlearning be implemented in the curriculum?
• What are the key features of microlearning?
• How to implement microlearning?

This study assesses the effectiveness of the proposed framework for microlearning implementation in RP with regards to its alignment to the institution’s needs. It looks at how microlearning can be used to deliver content and complement traditional teaching and learning, and subsequently, reinvigorating students’ love for learning.

Four Sharable Content Object Reference Model (SCORM) packages were implemented in a lesson to gain useful insights into the learner's reaction and learning through microlearning. The results, derived from Focus Group Discussions (FGDs), indicated that the learners considered short duration of the microlearning courses helped enhance comprehension, enabled accessibility and increased interactivity.