Digital open badges are gaining popularity as a means of identification and recognition of competences acquired differently. Meanwhile new ways to motivate, scaffold and assess competence-based learning processes in professional development are emerging. This feature offers a summary of the first European doctoral dissertation to address digital open badges and digital open badge-driven learning. The thesis represents a novel application of descriptive statistical methodology to the context of educational research. The primary results culminate in defining digital open badge-driven learning process grounded on the badge constellation of competences. The entity of badge-driven learning includes learning materials, badge criteria, instructional badging, scaffolding and peer support.