The Digital FCU consortium aims to position its nineteen public higher education institutions at the forefront of professional training by offering a catalog of several thousand hours of training. The distinctive feature of this catalog lies in the fact that these training programs are all micro-credentials, accessible remotely, delivered by multiple institutions, and designed to meet learners’ needs for skills development. The offering is intended to be open to as many people as possible with no disciplinary prerequisites, while being modular and taking into account learners’ individual needs. How can pedagogical and digital engineering contribute to this ambitious goal? We will see that the Digital FCU consortium has equipped itself with the means to achieve this through a logic of co-design and pragmatic actions supported by research.