In the context of education digitalization and the growing demand for personalized learning trajectories, the Stackable Degree model is considered a promising format for master’s education, providing flexibility, modularity, and recognition of micro-credentials within the structure of formal education. The study aims to evaluate the effectiveness of implementing this model in the training of master’s students in pedagogical fields. Analysis of international experience (USA, UK, Australia, Singapore, Kazakhstan) and experimental results demonstrated that the stackable structure enhances academic performance, develops meta-competencies (self-management, digital literacy, collaboration), and increases learners’ professional mobility. Institutional effects are reflected in the formation of a digital infrastructure for recognizing micro-achievements, improving credit transfer procedures, and increasing student and employer satisfaction. The model has proven its potential for integrating formal and non-formal education and for fostering the sustainable development of the micro-credential system in master’s programs.