A recommendation based on the material in this report is that microlearning is needed to some extent to ensure the skills transition that is required due to the rapid development of our society. And when designing and using microlearning, it is important to focus on the individual, in order to ensure that microlearning materials are created according to the individual's circumstances and learning needs. Microlearning is a relatively new form of teaching method, and there is no established conceptual description. However, the evidence for this report suggests that microlearning is characterized by high accessibility, that it should be digital and take no more than 10 minutes to consume. Learning in this fashion can also take place in a variety of formats such as text, images, audio, video, games and others. However, if the format is video, a maximum length of 5-6 minutes is perceived as the ultimate to maintain focus and ensure learning. Microlearning has been shown to be an effective way to learn in studies where time is short or in the context of professional activities, where there are resource constraints or financial limitations. What the evidence also shows is that microlearning has the potential not only to enhance learning but has also been shown to increase motivation, contribute to more confident students and encourage self-reliance. When creating microlearning, insights from the evidence suggest that the best effect of microlearning is achieved by making each microlearning object consist of only one learning goal, where the activity starts with the purpose and goal of the learning and then moves on to share the knowledge needed to achieve the goal. A microlearning activity should also be complemented by the opportunity to test one's knowledge through an interactive exercise or followed by a discussion forum in order to achieve the highest possible impact.