ma in education course

Master’s Programs in Education

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As you embrace the next chapter in your development as an educator, innovator, and leader, consider a graduate program that builds on a century of innovation, that’s grounded in the skills every educator needs, and that fully supports your current work and future aspirations.

At the Harvard Graduate School of Education, our master’s degree program is driven by passion and empowered by evidence. We share a vision of education where every learner has an opportunity to be seen, to be challenged, to excel, and to reach their full potential. We are motivated by urgency to build a future that recognizes and overcomes grinding systemic inequities.

Whether you seek to make an impact in early education, in K–12 districts and networks, or in higher education — or whether you want to drive educational change outside of those realms — you belong at HGSE. 

No matter which program you choose, you’ll have the opportunity to interact with HGSE’s world-class faculty, build a sustained community of practice and a lifelong professional network, and gain the preparation necessary to grow, advance, and become the type of leader that education needs.

The Harvard Graduate School of Education offers the Master's in Education (Ed.M.) degree in two formats —  residential and online — and in a variety of programs.

Residential Master's

HGSE’s  on-campus master’s degree is a one-year, full-time, immersive Harvard experience. You'll apply directly to one of its five distinct programs, spanning education leadership and entrepreneurship, education policy, human development, teaching and teacher leadership, and learning design and technology. 

Online Master's

Our Online Master's in Education  is a part-time, two-year, online program in education leadership. It is designed for experienced professionals who want to advance in their careers and deepen their impact. The online program in education leadership offers a choice of two pathways, preK–12 or higher education, that complement your career and chosen area of impact.  

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Master's programs.

Master's programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry and foster individual contact with faculty and fellow students.

Education Data Science (EDS)

Sep 15, 2023

Sep 23, 2024

The EDS program combines modern data science analyses and computational methods with a deep understanding of learning, schools, and education policy. With rigorous academics and real-world experience, the program prepares the first generation of education data science leaders.

Learn about EDS

Individually Designed MA (for current Stanford doctoral students)

The Individually Designed MA in Education is intended for doctoral students at Stanford who would like to earn a master's in education while studying for their PhD outside of the GSE. Students develop their individual program of study in consultation with a GSE advisor and must finish in three years. 

Learn about the Individually Designed MA

International Comparative Education / International Education Policy Analysis (ICE/IEPA)

ICE/IEPA addresses educational practice in a rapidly changing global context, in both less-developed and industrialized countries. Students examine such problems as the political economy of underdevelopment and educational planning in comparative perspective. The major research project requirement provides students the opportunity to develop excellent research skills.

Learn about ICE/IEPA

Learning Design and Technology (LDT)

Sep 15, 2023

LDT integrates powerful contemporary ideas about learning with emergent technologies to design and evaluate learning environments, products, and programs. LDT graduates bring their skills to bear in a variety of settings, including schools, museums, research institutions, and educational technology companies.

Learn about LDT

Policy, Organization, and Leadership Studies (POLS)

POLS emphasizes the knowledge, theory, and skills necessary for effective leadership in a variety of education-focused organizations. Students design their own programs of study focused on pre-K-12 education, non-profit leadership, policy analysis, higher education, or a combination of these broad areas.

Learn about POLS

Stanford Teacher Education Program (STEP)

June 24, 2024

MA + teaching credential

STEP offers both an elementary and secondary route. Both programs lead to teacher certification in the state of California, and both require intensive, supervised practice at school sites as well as academic course work that focuses on cutting-edge, school-based research.

Learn about STEP

Curriculum and Teacher Education (CTE)

CTE is an individualized, research-intensive program intended for students with prior professional experience in education. 

Learn about CTE

Joint MA programs

Joint ma/jd in law and education.

The joint MA/JD degree combines study for the JD degree in law with an individualized program in education.

Learn more about the joint MA/JD

Joint MA/MBA in education and business administration

The joint MA/MBA allows students to pursue an MA in education at the GSE and an MBA at the Graduate School of Business. Students complete both degrees in two years.

Learn more about the joint MA/MBA

Joint MA in public policy and education

The MA/MPP joint degree allows students in the POLS program to simultaneously pursue a master's in public policy from the School of Humanities and Sciences. Students complete both degrees in two years.

Learn more about the joint MA/MPP

"Many of the classes I've taken have helped me connect the dots on various educational issues and understand how institutions and education leaders have a role to play in improving the educational opportunities of all students, especially those from underserved populations."

Master’s graduates were employed (full time or part time)

STEP graduates hired as teachers

For more information about GSE admissions and to see upcoming events and appointments:

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Education Leadership (online)

Graduate Program

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. The online Master’s in Education Leadership is a part-time, two-year Ed.M. program from the Harvard Graduate School of Education with Higher Education and PreK-12 pathways. The program is specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. Through this program, students will strengthen the invaluable skills they’ve already developed and develop the tools to propel themselves to new leadership opportunities and to even greater impact.

MA in Education

By framing education as a social justice and educational equity issue, the MA in Education prepares forward-thinking educators, administrators, and educational researchers to solve unprecedented challenges across a range of educational institutions and organizations, from elementary schools to colleges, public policy agencies, and more.

Program Highlights

• Flexible programming for working and commuting professionals. Most classes meet once a week at 4:00 or 7:00 pm, and others are held on weekends.
• Move through the program at your own pace. Some students take multiple classes and finish in 9-12 months. Other students take a class at a time. Both pathways are supported.
• Enjoy small, interactive classes. You will also work closely with a faculty mentor who helps you navigate your way through graduate school based upon your specific aspirations and interests.
• Take some or all the classes needed to concurrently earn an Allies of Dreamers certificate . The first program of its kind nationally, Allies of Dreamers is a graduate‐level certificate program that provides the historical context, theoretical framework, and specific knowledge needed by K12 teachers and administrators, student affairs professionals in higher education, and community leaders to offer mentorship and advocacy for Dreamers and other undocumented students.
• Once you have earned your MA in Education, you can petition to transfer your credits if admitted to a PhD in Education program at CGU.
• Join a well-established network of alumni from the School of Educational Studies. There are educators across the nation (and especially prevalent in California) who are ready to welcome new students as kindred spirits and advocates of “the CGU Way.”

Program At-a-glance

required units

degree awarded

Spring, Summer, Fall

program start

2-2.5 years | full time*

estimated completion time

Areas of Concentration

Student affairs & educational justice.

Take an approach to study based on a multidisciplinary view of theory and research and a commitment to developing educational environments that are just, relevant, and rigorous.

Educational Evaluation & Data Analysis

Rigorous study of evaluation theory, research design, statistical methods, and educational policy will prepare you to conduct evaluation and research in order to improve educational decision-making.

Carina Navarro

Assistant Director of Admissions

Where You Can Find Our Alumni

University of Oregon

Assistant Professor of Education Studies

Chemawa Middle School

2010 California Teacher of the Year

Long Beach City College

Professor of Electrical Technology

Congresswoman

U.S. Congress

Los Angeles Speech and Language Therapy Center

University of Hawaii at Manoa

Academic Affairs Program Officer

Professor of Education Joseph B. Platt Chair in the Management of Technology

Research Interests

STEM education, data science, model building, technology development and management

Deborah Faye Carter

Associate Professor of Higher Education

Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM

DeLacy Ganley

Dean, School of Educational Studies Professor of Education

Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory

Dina C. Maramba

Professor of Education

Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions

Frances Marie Gipson

Clinical Professor of Education Director, Urban Leadership Program

Urban schooling; distributed leadership; social-emotional learning; culturally relevant and linguistically responsive education; systems theory; learning and achievement; talent and leadership development; P-20 school policy

Gwen Garrison

Clinical Professor of Education Director of Educational Evaluation and Data Analysis

Organizational effectiveness; diversity & inclusion; research & evaluation process; data systems; data management; data visualization and storytelling

Linda Perkins

University Professor Director, Applied Gender Studies

Women and African-American higher education, history and contemporary issues on women in higher education, especially Black women, global gender issues.

Mary Simpson Poplin

Senior Research Fellow Professor Emerita

Highly effective teachers in Los Angeles area; effective teaching methods; students, schools and poverty; differences between Judeo Christian and secular thought; Mother Teresa (worked with her in 1996)

Susan J. Paik

Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation

Tom Luschei

International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas; Bilingual Education Policy and Practice

Torie Weiston-Serdan

Clinical Assistant Professor

Critical mentoring; critical youth work; non-profits and social enterprises; diversity and equity; non-profits and philanthropy; youth-serving non-profits; culturally sustaining pedagogy; abolitionist teaching; Black Feminism in education; learning and teaching

Guan K. Saw

Associate Professor of Education

Educational inequality; diversity and inclusion; STEM education and workforce; college access and success; sociology of education; educational psychology; educational evaluation and policy analysis; quantitative, qualitative, and mixed methods; health disparities

Rebecca Hatkoff

Interim Director of Teacher Education and Clinical Assistant Professor

Critical Social Justice Teaching Competencies; Classroom and School Ecology; Effective and Empowering Pedagogy for all Students, Teacher Candidates, and Teachers; Strength-Based Views of Schools, Teachers, Students, Households, and Communities

Senior Research Fellow Professor Emeritus

Education, Urban education, Education policy

Deborah Deutsch Smith

Professor Emerita of Education

Special education, Special education faculty, Disability policy, Learning disabilities, Cross-cultural and inclusive education

Eligio Martinez

Senior Research Fellow

P-20 education pipeline; college access and retention; community colleges; boys and men of color; middle school education; Chicana/o and Latina/o Students

Jack H. Schuster

Application guidelines, key dates and deadlines.

CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.

Spring 2024 Priority Deadline – November 1, 2023 Final Deadline (International) – November 15, 2023 Final Deadline (Domestic) – December 1, 2023 Classes begin – January 16, 2024

Summer 2024 Priority Deadline – February 1, 2024 Final Deadline (International) – March 1, 2024 Final Deadline (Domestic) – April 1, 2024 Classes begin – May 13, 2024

Fall 2024 Priority Deadline – February 1, 2024 Final Deadline (International) – July 5, 2024 Final Deadline (Domestic) – August 1, 2024 Classes begin – August 26, 2024

Review General Guidelines

ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)

*Based on 2023-2024 tuition rates.

STUDENT FEES (PER SEMESTER)

For estimates of room & board, books, etc., please download CGU’s  Cost of Attendance 2022-2023  .

Review General Costs

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Education MA

London, Bloomsbury

The MA Education encourages and enables students to think deeply and critically about education. This stimulating programme supports students in the process of beginning to articulate, explain and justify their own position within the complex and diverse field of education studies.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

Applications open

• Entry requirements

A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard. (Please note: one or two optional modules may have additional, specific entry requirements).

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

For students starting in October, this programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October only.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

We support students in their development as educational practitioners and researchers in various ways. We encourage and assist them to think deeply and critically about education and support them in the process of beginning to articulate, explain and justify their own position within the complex and diverse field of education studies. We encourage students to make a contribution to the field of education studies based on a grounded understanding of their own position and drawing on their own contexts. To do this we introduce various themes, such as curriculum, pedagogy, assessment and relationships between education and society, whilst encouraging students to relate these to their chosen contexts.

Who this course is for

The Degree is a broad based, generalist programme appropriate for those with a serious interest in education practice, policy and research. It suits those aiming to work in education policy, development or research as well as educators looking for career development in a wide range of contexts. The MA Education is not a teacher education programme and, since it does not include a practice component, it is highly unlikely to satisfy teacher certification requirements.

What this course will give you

The MA Education is based in IOE, UCL’s Faculty of Education and Society, and draws on the breath of expertise available in this world-leading centre for education research. The MA Education team is deeply committed to the aims of the programme and passionate about the development of their students understanding.

Our students develop a wide range of academic and transferable professional skills that are of great benefit to them in their professional lives and our graduates are well placed to develop their careers further in exciting ways.

The foundation of your career

Our MA Education programme assists students to develop a wide range of transferable skills including the ability to:

• think critically 
• apply principles from one context to another
• build logical and balanced arguments based on careful consideration of evidence
• offer creative solutions to complex problems
• frame research questions, gather evidence and analyse it
• express ideas clearly in both writing and speaking

This year has shown me more possibilities for my life, helped me to learn more about myself, my research interests, and my philosophy of education. Also, I think I will gradually achieve my aims step by step. Yuxin Liu Education MA Q&A with Yuxin Liu

Employability

Graduates from the MA Education have gone on to be successful in a wide variety of contexts related to education. Those already teaching have often been promoted, sometimes to senior leadership positions. Others have found new opportunities in a different educational phase (from early years through to higher education) or in education policy or research. Some graduates go on to work internationally on education and development projects, whilst others have developed plans to open schools in their own contexts. A good number of graduates undertake further research on PhD programmes.

Read more about careers and employability and the careers support UCL provides

You will work with other students and tutors drawn from across the Faculty and University.

Teaching and learning

Teaching and learning is dependent on whether you study the programme on campus or on a distance-basis. On campus there are a mixture of lectures, seminars and workshops which are supported by independent study and a rich online learning environment.

Modules are available as distance learning, face-to-face or mixed-mode (please note that some modules are not available in all modes). The programme is also offered flexibly, allowing students to take one or two modules a year and spread their studies out as they see fit.

Assessments include individual and group work; they vary across different modules and might be comprised of essays, presentations, creation of blog or video posts etc., depending on the module's focus and topic.

Each 30 Master's level credit module has 300 nominal learning hours. This is made up of formal learning and teaching events such as lectures, seminars, tutorials, as well as a significant amount of independent study. Our diverse student body has come together in compulsory modules for town-hall style lectures, small group seminars. Students can choose to study from a range of optional modules alongside students from other programmes. At the heart of teaching and learning is the professional relationship between the student and their tutor. The tutor provides academic tutoring across the compulsory modules as well as personal tutoring and support.

All students on the programme take What is Education? and Understanding Research as common compulsory modules. The compulsory elements of each route, along with the optional elements, are as follows:

• What is Education? (Compulsory and non-condonable)
• Dissertation (Compulsory and non-condonable)
• Understanding Research (Compulsory and non-condonable)
• Optional module 1
• Optional module 2

The MA Education can be studied full-time (one academic year), part-time (over two years) or modular/flexible (up to 5 years). Your schedule for module completion will depend on the length of time that you have to complete the MA programme.

If you complete the programme full-time you will usually take two modules in the Autumn term and two in the Spring term. 'What is Education?' runs in the Autumn term, and 'Understanding Research' runs in the Spring term.

Part time students typically complete the programme as below:

Year 1 – Students complete three 30 credit modules - ‘What is Education?’ in term 1, ‘Understanding Research’ in term 2 and one option module. The option module can be taken in any term, although students usually find it easier to complete one module per term.

Year 2 – Students complete one remaining 30 credit module and the Dissertation.

Students have up to 5 years to complete the programme. We require that ‘What is Education?’ is the first module to be completed and in normal circumstances the Dissertation should be completed last.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Education.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Online - Open day

Graduate Open Events: Education MA (includes all routes)

Are you interested in furthering your career in education and making a difference in the UK or worldwide? We welcome you to book your place at our Virtual Open Event. You will meet our Programme Leaders, hear about the programmes you are interested in and have the chance to ask any questions you might have. These sessions are free and open to all. Be inspired by our wide-ranging and flexible programmes run by leading academics.

Fees and funding

Fees for this course.

Programme also available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their dissertation.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

Prospective students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

You are required to submit a personal statement, typed and no longer than two sides of A4 paper, which can be uploaded on the admissions portal.

The personal statement should clearly address the questions below.

It should not include descriptive biographical detail that does not directly help you answer these questions.

• Why do you want to study Education?
• Why do you want study the MA Education degree at IOE?
• How does your academic and professional background prepare you to meet the challenges of studying for our degree?
• What professional and personal benefits do you hope to gain from your studies with us?

We are not usually able to consider late applications.

Please note that you may submit applications for a maximum of two graduate programmes in any application cycle.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Curriculum, Pedagogy and Assessment

[email protected]

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MA Education (fully online)

This is one of the most popular Masters courses of its type in the UK and the largest Masters course in the university.

Course overview

• Postgraduate
• Master of Arts
• School of Education

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About the Course

Our MA in Education is a one-year, part-time course for teachers and school leaders to develop expertise in the field of education through critical evaluation of research and scholarship.

We take students from all round the world. This course provides students with the opportunity to follow their own interests while being given clear guidance about the requirements of a serious level 7 academic qualification.

You will complete a number of modules enabling you to develop your understanding both of the research process as well as your topic of interest. The culmination of the MA is a 12,000 to 15,000-word dissertation. You will also critically engage with scholarship, which informs your dissertation, and you will learn about different research methods. You will be expected to read widely around your subject area. Following this course helps to develop your critical thinking and your ability to present a written argument.

What is the point of doing an MA when I have a PGCE or am an experienced teacher?

• Professionals do not stop learning at any stage in their working lives. Doctors and lawyers, for example, have to have regular refresher courses. In the same way, teachers need a framework like an MA within which to learn about recent research in education and be prompted to consider whether they could be even better at what they do.
• Not only will you learn about recent research in education, but you will also learn how to do research yourself.
• Having taken the trouble to gain this qualification will show your employer and future employers that you are a serious, professional employee.
• You will find the course intellectually stimulating.

Course requirements

Master’s degrees are awarded to students who have demonstrated:

• A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice.
• A comprehensive understanding of techniques applicable to their own research or advanced scholarship.
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
• Conceptual understanding that enables the student: – to evaluate critically current research and advanced scholarship in the discipline. – to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

• Deal with complex issues – both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
• Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
• Continue to advance their knowledge and understanding, and to develop new skills to a high level.

QAA, The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies, February 2024

Course content

The course includes:

• Engaging with issues in Education.
• Developing a critical understanding of relevant literature.
• Understanding what is expected of Level 7 Academic Writing.
• Learning how to navigate the topic of research methodology.
• Planning your dissertation.
• Understanding the ethical implications of being a researcher.

Course delivery

Every Master’s student is allocated a supervisor. You will regularly communicate for example, via Teams, Zoom, Email or another online meeting platform with your supervisor at times that are suitable for you both, to support each module. You will also have access to regular online study sessions throughout the course.

There are induction sessions to introduce you to how the course will run – on application you will receive a choice of dates where you will indicate when you will attend.

When the course start you will have access to MOODLE, the University’s online learning platform and from there you will access the course handbook and all resources needed for successful completion of the course. In the handbook there is a week by week guide which will indicate what work is expected that week. This will either be:

• a recorded film to watch
• a podcast with accompanying literature
• independent study towards a module
• a Twilight session which will be live, but recorded and shared on Moodle after the date. These Twilights are optional in terms of attendance as we know that many people struggle to be available at certain times. However, all these sessions are recorded and should then be watched after the live event. This means that as you progress through the course you end up having access to library of videos that you can re-visit, to support you to a successful outcome.

It is important to understand that you, as a Master’s student, will be expected to work independently and you are expected to fully engage with the guidance provided to complete the required modules.

What will I gain?

• You will acquire a new set of skills. You are required to engage with a wide range of arguments and be prepared to be critical of them, to synthesise arguments and perhaps most importantly to develop your own critical voice.
• A fresh challenge can stop you becoming stale. Once you have been teaching for a while you can easily build up a lot of experience and expertise with the delivery of your work. Whilst it is great to be able to build upon that confidence it can also mean that you can become comfortable. This can mean, although not always, that you can become stale and possibly even out of date with your thinking. Ideas are always changing in Education; new research is always coming into effect and sometimes it is easy to fall behind and not be aware of new ideas. By undertaking a Master’s it will keep you fresh and up to date.
• Research gives you an authoritative voice. As you develop your critical voice it becomes even more possible for you to speak confidently on a range of issues. This can give you a real boost, opening up new career opportunities to you.
• You will connect with people outside of your comfort zone. Engaging with a Master’s programme enables you to connect to a whole new group of people. These can be people we can then network with not only across the country, but across the globe.
• You can study something you are genuinely interested in. Lots of people have different areas of interest, or problems they want to solve, or challenges they want to face, and these are often a product of the work and experience that you bring to the course. It is a great idea to work to discover more about these particular areas of interest and even to become an expert on that topic. This too might seem indulgent, but the great thing about carrying out research in Education is that there is a good chance that your discoveries can have a positive impact in the workplace.
• It is an investment in yourself. Not necessarily in the monetary sense, it is more about thinking about yourself, the kind of person you are and what you want out of life. Are there things that you want to investigate further? It is about recognising the complexity of our identities in that we are more than our jobs and that we have a lot to offer the world. Spending the time (and money) on taking part in a Master’s programme is worth it if you want to develop yourself and the way that you think.

Should I do the MA in Education or the MA in Education (Evidence-based Practice)?

The MA in Education (Evidence-based Practice) is a full 180 Masters course, therefore takes more time to complete and has more of a focus on evidence-based practice. As it is 180 credits which means you can get a student loan in England. If you have credits you wish to bring with you, then you may wish to opt for the MA in Education or MA in Residential Education – the topic of focus is up to you (with agreement from us).

Entry Requirements

• UK degree (2.2 or above). For equivalent qualifications, contact [email protected] to confirm that your qualification meets the University entry requirements.
• be working in a school/educational environment

In addition, the candidate must have either:

• Route 1* – PGCE with 60 Master’s credits at level 7 from The University of Buckingham or another university (if completed within ten years of the proposed start date of the course) OR
• Route 2* – PGCE at level 6 – an additional module (a bridging unit) of study will be provided.

The fees for this course are:

Applicants must also pay a non-refundable £300 registration fee.

Fees are invoiced for in September, at the beginning of the course, and can be paid in termly instalments or in one lump sum. Termly instalments can be arranged directly with the Finance department upon receipt of the invoice.

All staff at COBIS member schools get a 5% discount on course fees. To ensure discount is applied please select COBIS from the partnership box on your application form.

If you wish to apply for a fees loan then you should take the MA in Education (evidence-based practice).

If you would like a University of Buckingham lecturer to visit your school for additional training and support and you can assemble ten or more trainees in one place, this is possible for an additional fee. Ask us for details.

Applicants from China should apply through the Buckingham International School of Education, not this page;  click here:   https://bise.openapply.cn/

How To Apply

Please use the ‘Apply’ button or contact The Faculty of Education by email: [email protected] or by calling +44 (0)1280 820 222.

When applying, you will need to supply:

• copy of PGCE certificate and transcript to show credit level (if you have one)
• copy of passport photo page (and visa/work permit where necessary)
• head and shoulder style photo for your University identity card

The application deadline is 12 July 2024.

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Education MA

• Full-time: 12 months
• Part-time: Not available
• Start date: September 2024
• UK fees: £9,700
• International fees: £25,250
• Entry requirements: 2:1

Course overview

Our MA Education allows you to consider education in all of its complexity, as something that both reflects and works to construct different aspects of our social lives and the way our society is organised.

This course aims to strengthen and refine your ability to critically reflect upon your own teaching. You will engage with contemporary theories in education and examine how you might apply them to the practice you carry out. It is ideal for those who are looking to take the next step in their career within the education/teaching sector.

We have designed a course that is extremely flexible and meets the needs of individuals and organisations. These include: 

• a range of optional modules - tailor your degree to your personal and professional interests
• different modes of delivery - taking account of individual needs and professional contexts

With an advanced education degree from the University of Nottingham, you will graduate with all the knowledge, practical skills and confidence to pursue your career goals.

We welcome approaches from educational organisations looking for a bespoke programme for their staff. 

Please note that this course is not a teacher training course , there is no placement and graduates do not gain Qualified Teacher Status. Please visit our website for postgraduate teacher training if this is the route you wish to follow.

We also offer a distance learning version of this course - MA Education (Online)

Alumni profiles

View our alumni profiles to see what they say about their experience on the course and how it has helped with their career.

Why choose this course?

in the world for education

QS World University Rankings by Subject 2024

Tailor your degree

with a wide range of optional modules to suit your personal and professional development

Learn from experts

who are internationally recognised for their research in this area

Over 100 years

of experience in the field of education

Excellent research

The majority of our research outputs are assessed as internationally excellent.

Research Excellence Framework

Course content

The taught element of this course is made up of 120 credits, plus a 60-credit dissertation. 

There are currently three core modules for full-time students. 

You can choose the remaining modules to suit your specific interests from a range that covers many of the key areas of education. If you qualify for recognition of other learning, you will not have to take the full 120 module credits.

Current areas include:

• early childhood education
• education 
• educational leadership and management 
• digital teaching and learning
• special and inclusive education

While each module has its own particular focus, all are concerned with investigating contemporary educational issues in the light of historical, political and social contexts, appropriate literature and the shared experience of other students.

The course can be completed over one year full-time (including dissertation). It is available to individuals and cohorts from schools/consortiums. 

General course reading

• Kelly, A. V. (2009). The Curriculum: Theory and Practice . Sage.
• Sadovnik, A. R. and Coughlan, R. W. (Eds). (2016). Sociology of Education: A Critical Reader (3rd edition). Routledge.
• Darder, A., Mayo, P. and Paraskeva, J. (Eds.). (2017). International Critical Pedagogy Reader . Routledge.
• Swales, J. M. and Feak, C. B. (2012). Academic Writing for Graduate Students: Essential Tasks and Skills (3rd edition). University of Michigan Press.
• Bryman, A. (2016). Social Research Methods (5th edition). Oxford University Press.
• Clark, T., Foster, L. and Bryman, A. (2019). How to do your Social Research Project or Dissertation . Oxford University Press.

Other texts you will engage in will be dependant on your optional modules.

Course leader

Dr Yuwei Xu (contact for academic enquiries)

• Course structure
• Example timetable

Core modules

This module critically examines contemporary debates surrounding orthodoxies in curriculum, learning and assessment in schools, and how these relate to policy and practice.

In particular it considers the way different orthodoxies frame what children and young people learn in schools, how they learn and how assessment practices inform learning processes. The module will explore these orthodoxies in terms of their origins and purposes and it will consider alternative models from an international perspective.

The module starts by considering the history, politics and ideology of the curriculum as it currently exists. It then develops understanding through application of psychological, social and cultural theories of learning and assessment. These theorised views of schooling and classroom practices enable us to analyse and critique the wide-ranging policy and research discussions about curriculum, learning and assessment that are currently under way.

You will be engaged in considering how developments of, and alternatives to, current practices will impact learning and teaching in the future.

This compulsory module will develop or build upon your existing critical engagement with educational research, focusing on the complexities of the research process in order that you are able to respond to the kinds of research evidence used in educational discourse, as well as to conceive your own questions and interests in research-oriented terms. The module will introduce different approaches to conducting and evaluating research in a range of educational contexts, drawing on methodological literature as well as examples of educational research, and developing the foundations from which you can begin to plan your own research project. Through the assignment, you will gain the skills to read and write from a methodological perspective, developing an evaluative approach to your encounters with educational research. The module aims to:

• develop ‘research literacy’ by highlighting and evaluating the different purposes, perspectives and audiences for educational research
• explore different methods for each stage of the research process, from first questions to ethical issues, data analysis and project presentation
• enable you to structure your own educational inquiry based on current practice or area of interest

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

Optional modules

Subject area: early childhood education.

This module covers:

• theories and definitions of literacy
• school literacy - histories and debates
• children's literature and media
• community and lifelong literacies
• multimodality, multimedia and new literacies

Experience required: We would normally expect you to have experience of working as teachers in schools, or as educators in less formal arts or community-based settings, for example, in arts organisations, community literacy projects, in the production and distribution of texts in traditional and new media or in arts-based therapies.

This module brings together international scholars in education to introduce contemporary and global topics on early childhood education (ECE). Through attending lectures delivered by both University of Nottingham lecturers and guest speakers from across the world, you will then engage in interactive activities and critical discussions on how global perspectives on different topics embed in your own societal contexts. You are further encouraged to reflect on how to ‘localise’ global perspectives into your everyday practice working in ECE contexts, developing culturally-sensitive and -reflective approaches to ECE pedagogy and practice.

The module will cover broad topics relating to:

• Globalisation and ‘globalisation’ in ECE
• National ECE curriculum policy frameworks across countries
• Social justice issues and sustainable development goals in ECE
• International approaches to pedagogy and practice in ECE
• Children’s perspective on quality of ECE
• Teacher development and ECE workforce globally
• Parenting in intersectional contexts

Subject area: Education

The context of the early 21st century is exerting new pressures in the lives of young people and educators. Research indicates that in the UK and other countries, there is an increasing prevalence of mental-ill health amongst young people together with stress-related illness triggered by the demands of performativity in the experience of teaching staff.

The central question that the module seeks to critically explore is the scope and role that educators can play in understanding and supporting mental well-being both within themselves and in their relationships with others.

The module is taught in an experiential and process-lead way, beginning with an audit of personal/professional experience. The prevalence of mental ill-health is traced and the impact of trauma is explored. You are then introduced to a theoretical /skills based model of helping and supporting before exploring a series of commonly presenting themes encountered in school settings.

The module concludes via a critical consideration of the opportunities and limitations of providing support in school settings as well as quality assurance procedures in the form of supervision and self-care of the educator.

This module critically examines leading examples of social theories and frameworks that both inform and help conceptualise key issues within the field of education. It will draw on theories that have originated within the field and also from different disciplines which have application to a study of education.

Throughout the module, you will engage in considering the origins of particular theories of knowledge and of how these help us to understand educational issues and debates across time and in contemporary society. The module will incorporate epistemological issues from a range of historical and global perspectives and will consider the implications of these for educational theorising, conceptualising and research.

Subject area: Educational Leadership and Management

The module will address the essential features of effective learning, as relevant to your sector by examining:

• the process of learning
• supporting learning (for example, through adults, peers and technology) both within and beyond the educational organisation
• an overview of approaches to improvement and raising achievement in educational organisations
• monitoring and evaluation of learning: the use of data, target-setting, monitoring

The content will involve you in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.

These processes will be achieved through:

• conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes)
• examining a range of approaches to educational inquiry, with an emphasis on action research
• developing an inquiry into your professional context

Subject area: Digital Teaching and Learning

This module focuses on how people learn together in pairs, teams, small groups, the classroom, or an informal community. It works through classical and modern theories of social learning, explaining the social aspects of almost any type of learning and mechanisms that boost the power of learning together.

Equipped with these theories, it explores the various technologies mediating and supporting social learning, such as social media, participation in the World Wide Web, online communities, online communication platforms and virtual reality.

Subject area: Special and Inclusive Education

This module considers:

• experiential learning and its relationship to reflective practice and reflexivity: exploration via a learning journal genre
• world views and models of human behaviour
• theoretical perspectives on behaviour: behaviourist, humanistic and postmodern approaches
• social and emotional aspects of behaviour: mental well-being, shame, self-esteem
• punitive and restorative justice: responding to bullying and challenging behaviour, conflict resolution and peer mediation
• the intensity/functionality of behaviour: escalation/de-escalation, communication and crisis intervention
• controversial issues: for example, restraint, exclusion from school, sex and relationship education
• supporting students with ADHD
• the role of self-awareness and mindful practice as an essential classroom management approach
• workforce issues: self-care, partnership working
• typical and atypical development of communication by looking at means, opportunities and reasons for communicating, along with the influence of expectations
• typical and atypical development of cognition and literacy including specific learning difficulties/dyslexia
• communication and literacy/learning assessments and interventions
• understanding autism and Autistic Spectrum Disorder
• communication and literacy/learning for children with learning disabilities including autism, Down's syndrome and dyslexia
• effective teaching and learning environments

This module will explore key issues concerning the field of special and inclusive education:

• Definitions of special needs and inclusion
• Global perspectives on diversity and access to equality of educational opportunities
• Understanding theoretical approaches to special needs/inclusion and models of disability
• Understanding prevalence of need and issues concerning classification and assessment
• Exploring the impact of policy on practice and equality of opportunity
• Examining the evidence on effectiveness of different types of educational settings eg mainstream, resource base and special provision
• Pedagogy and creativity
• Balancing equity and choice through collaborative and ethical problem solving

You can view an example PDF timetable , however this is subject to change year on year and your live timetable will be available via the online timetable system. Please note that you may be expected to attend twilight sessions up to 7.30pm in both the autumn and spring semesters.

Learning and assessment

How you will learn.

• Group study
• Presentations

Our MA Education puts you at the centre of the learning process. This is through both your module selection and the emphasis you choose in your approach to the assignments.

We use a range of teaching methods, which means at times you'll be working on your own, engaging with literature and a variety of different media, or working synchronously and asynchronously with others.

How you will be assessed

• Dissertation
• Personal reflections

Each 30-credit module is assessed by a 6,000-word written assignment or equivalent. You must achieve a pass of 50% on each assignment to complete the masters.

Contact time and study hours

Full-time students will choose two modules per semester. Each module involves 30 hours of teaching, plus 270 hours of private study, assignment preparation and tutorial support.  

We offer a flexible approach for applicants and our modules can be studied in a variety of ways, including:

• 10 weekday twilight sessions over the course of a semester or academic year
• via online study through our  MA Education (online) course

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

• Home / UK students
• EU / International students

Alternative qualifications

Applicants with a 2:2 degree and three years or more full-time relevant professional experience in education-related positions will be considered. Relevant professional work experience includes those with experience in teaching or a role directly engaged with education. A teaching qualification that includes a substantial placement-based component, for example PGCE, can be considered as part of this work experience.

Other requirements A personal statement is required that demonstrates both a clear understanding of and relevant motivation for pursuing this course.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

Recognition of other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course. Applications for ROL should be made at the time of application for admission to the university and  at least four weeks before the start of the course . Applications for ROL are processed free of charge.  Late applications will not be considered.  Please visit the  School of Education ROL pages  for full information and how to apply.

Our step-by-step guide covers everything you need to know about applying.

Where you will learn

Jubilee campus.

Jubilee Campus has eco-friendly buildings, alongside green spaces, wildlife and a lake. 

This campus is home to our business, education and computer science schools, as well as a sports centre and student accommodation.

You can walk to  University Park Campus  in around 20 minutes or catch a free hopper bus. Nottingham city centre is 20 minutes away by public bus.

Additional information for international students

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

Additional costs

All students will need at least one device to approve security access requests via Multi-Factor Authentication (MFA). We also recommend students have a suitable laptop to work both on and off-campus. For more information, please check the equipment advice .

As a student on this course, we do not anticipate any extra significant costs, alongside your tuition fees and living expenses.

You should be able to access most of the books you’ll need through our libraries, though you may wish to purchase your own copies, which you would need to factor into your budget.

There are many ways to fund your postgraduate course, from scholarships to government loans.

We also offer a range of international masters scholarships for high-achieving international scholars who can put their Nottingham degree to great use in their careers.

Check our guide to find out more about funding your postgraduate degree.

• Careers advice
• Job prospects

We offer individual careers support for all postgraduate students .

Expert staff can help you research career options and job vacancies, build your CV or résumé, develop your interview skills and meet employers.

Each year 1,100 employers advertise graduate jobs and internships through our online vacancy service. We host regular careers fairs, including specialist fairs for different sectors.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

Graduate destinations

Career destinations for School of Education graduates include education advisers, language tutors, primary/secondary teachers, vocational/industrial trainers and instructors and those working in the caring professions including counsellors.

A number of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Career progression

95.2% of postgraduates from the School of Education secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £28,108.*

* HESA Graduate Outcomes 2020/21 data published in 2023. The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time, postgraduate, home graduates within the UK.

Related courses

Education (online) ma, educational leadership and management ma, educational leadership and management (online) ma, special and inclusive education ma, special and inclusive education (online) ma, digital teaching and learning ma, primary pgce, secondary pgce.

The Teaching Excellence Framework (TEF) is a national grading system, introduced by the government in England. It assesses the quality of undergraduate teaching at universities and how well they ensure excellent outcomes for their students in terms of graduate-level employment or further study.

This content was last updated on Tuesday 27 February 2024. Every effort has been made to ensure that this information is accurate, but changes are likely to occur given the interval between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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Broaden your understanding of the academic landscape with our MA in Education.

If you're interested in the latest education research and want to expand your understanding of current educational practices, debates, and crucial issues facing the sector, this flexible Masters course is for you.

Throughout this course, we’ll develop your independence and problem-solving skills, allowing you to explore topics that truly inspire you.

Whether you’re a home or international student, you choose your pace: either one intense year full-time or two years part-time.

Tailor your Masters

with optional modules

Forest School

certification opportunity

Develop research skills

and explore topics you're passionate about

Study part-time

and learn alongside your career

Stay up to date with

evolving trends in education

About this course

Take the next step and gain the skills you need for the complex and ever-evolving educational landscape.

Our MA Education course will give you a real taste of educational theory and concepts in diverse contexts, deepening your understanding and broadening your horizons.

You’ll dive deep into the hot topics surrounding education, research methods, and international perspectives and cap it all off with a major research project where you get to explore a real-life topic you're passionate about.

Plus, we've got optional modules that cover areas like early childhood development, leadership and management, special and inclusive education, and the foundations of TESOL (Teaching English to Speakers of Other Languages).

We keep your learning experience dynamic by altering module content to match what's happening in the world of education.

Study your way, selecting to do a Postgraduate Certificate in Education after Stage 1 or a Postgraduate Diploma in Education at the end of Stage 2, all based on your earned credits.

We offer modules in both the daytime and evenings, so you can find a pattern of delivery that fits with your other commitments, whether you are working, volunteering or studying full time. In 2024-25 you can choose evening modules from: Coaching and Mentoring, Early Childhood, Leadership and Management or Social Justice and Community Engagement as well as the mandatory modules shared by all pathways.

Choose your modules

For a full Masters degree, you'll study 180 credits over the duration of your course. Some programmes offer a Postgraduate Diploma (PGDip) qualification or a Postgraduate Certificate (PGCert) qualification. For a PGDip, you'll study 120 credits, and for a PGCert, you'll study 60 credits.

Contemporary and Critical Issues in Education: Theory, Policy and Context

This module forms an essential component of your Masters programme. It supports the development of key skills necessary for study at Level 7 including the development of core and essential skills relating to critical reflection and critical analysis, alongside an introduction to critical theory. It allows engagement with issues relating to specialist areas relevant to your programme of study, whilst also opening up avenues for broader exploration. Drawing on diverse perspectives from a range of global contexts it ensures that education is explored across broad and diverse perspectives.

Research Methodologies (Education)

You will explore cutting edge research methodologies used in education, developing your critical understanding of how they can be used to address real world problems. An inquiry-based teaching approach will enable you to work with peers to weigh the merits of each in terms of their suitability for particular contexts and issues.

International and Intercultural Perspectives on Education

This module critically engages with the changing nature of education in an international and global context, with emphasis on different forms and formats of education. It draws on case study examples to bring learning to life, based on real-life contexts. The module also addresses how key global phenomena such as migration, environmental change and technological innovation affect educational policies and practices worldwide.

Extended Research Project (Education)

This module provides you with an opportunity to apply your knowledge and research skills in the field of education. Supported via dedicated course tutors, your dissertation supervisor and high-quality workshops and online content, you will undertake an independent research project on a topic related to your programme of study. This will allow you to apply your skills in real-world contexts and gain an understanding of conducting and reporting on research. This module will help you develop key transferable skills for both the workplace and further study. 

Early Child Development in a Global Context

In this module you will develop an in-depth knowledge and understanding of children’s development, considering critical contemporary research and international and theoretical perspectives on child development and learning. You will be taught by experts in child development and will examine varying factors that contribute to early child development, including diversity and difference. Issues relating to culture, poverty, gender or disability and key questions such as nature/nurture, which relate to our understanding of children's development, will also be explored.

Contemporary and Critical Perspectives on Leadership and Management

You will use a problem based learning approach to engage in activities to explore how social theories relate to educational leadership and to allow you to reflect to enhance your skills and abilities underpinning effective educational leadership. Guest speakers who are educational leaders will share and reflect upon their experiences in a meaningful and context relevant way. The module will prepare you to exercise leadership in educational contexts and to face the challenges this will bring.

Debating Special and Inclusive Education: Implications for Pedagogy and Practice

This module provides underpinning knowledge about the key principles of inclusive education and will enable you to consider the challenges that can be faced in its implementation. Coupled with the second specialist module in this programme it will help you to consider how you might bring about change so that all ‘learners matter and matter equally’.

Exploring Foundations of TESOL

Develop awareness of three ‘cornerstones’ of professional theory and practice to support your development as an effective, critical TESOL practitioner. First, teacher language awareness, developing your own ability to use, analyse and teach the systems of the English language (grammar, phonology, lexis, discourse) effectively. Secondly, language learning theory, exploring models from disciplines such as psychology, linguistics and education that have informed TESOL practice. Finally, language teaching methodology, looking at the history and contemporary range of classroom approaches in the TESOL profession.

All modules are subject to availability and this list may change at any time.

Important information

You’ll receive excellent support from experienced academic staff who are both researchers and practitioners in education.

Our research is committed to combating societal inequalities, driving social and educational change to promote fairness, equity, and social justice.

See more academics for this subject

Dr Lee Fallin

Lee teaches various subjects within the School of Education, including on our Masters programmes. His research focuses on learning technology, accessibility, and the connections between education and geography, both in physical and digital contexts.

Professor Jonathan Glazzard

Jonathan is the Rosalind Hollis Professor of Education for Social Justice. He researches LGBTQ+ and disabled youth experiences, with recent work on mental health, educational transitions, and early reading development in children.

• International

What do I need?

A minimum of 2.2 Honours degree ( or international equivalent ) in a subject relevant to the field of Education is generally required. 

Appropriate professional experience will be taken into account if you have a 2.2 Honours degree in another subject area.

This degree is for anyone who is interested in Education in its widest sense; it will not qualify you to teach.

If you’re an undergraduate student at Hull, you’re guaranteed a fast-track route to this postgraduate degree, as long as you meet the entry requirements.

In order to ensure our students have a rich learning and student experience, most of our programmes have a mix of domestic and international students. We reserve the right to close applications early to either group if application volumes suggest that this blend cannot be achieved.

If you require a student visa to study or if your first language is not English you will be required to provide acceptable evidence of your English language proficiency level.

This course requires academic IELTS 6.5 overall, with no less than 5.5 in each skill. See other English language proficiency qualifications accepted by the University of Hull.

If your English currently does not reach the University’s required standard for this programme, you may be interested in one of our English language courses .

Visit your country page to find out more about our entry requirements.

Fees & funding

How much is it.

Your tuition fees will cover most costs associated with your programme. There are some extra costs that you might have to pay, or choose to pay, depending on your programme of study and the decisions you make:

• Books (you can borrow books on your reading lists from the library, but you may buy your own)
• Optional field trips
• Study abroad (incl. travel costs, accommodation, visas, immunisation)
• Placement costs (incl. travel costs and accommodation)
• Student visas (international students)
• Laptop (you’ll have access to laptops and PCs on campus, but you may want your own)
• Printing and photocopying
• Professional-body membership
• Graduation (gown hire and photography)

Remember, you’ll still need to take into account your living costs. This could include accommodation, travel, food and more.

How do I pay for it?

UK students can take out a Masters Loan to help with tuition fees and living costs. For 2024 entry, they provide up to £12,471 for full-time and part-time taught and research Masters courses in all subject areas. Find out more about Postgraduate Loans .

If you choose to study part-time, fees are charged pro-rata to the full-time fee, according to the number of credits being studied. 

Tuition fees for the 2025/26 academic year are still being finalised and may change. Confirmed fees will be available by June 2024.

International applicants may need to pay a tuition fee deposit before the start of the course. Visit our tuition fee deposit page for more information.

You can find more information on our Money page for details of how to pay.

Our scholarships

We offer a number of awards, bursaries and scholarships for eligible students. They’re awarded for a variety of reasons including academic achievement and/or to help those on lower incomes.

Scholarships and bursaries are separate to student loans. And the best bit is, you don’t pay a penny back.

Find out more about our scholarships

Alumni Postgraduate Scholarship

University of Hull undergraduates progressing to a taught masters course may receive a 25% discount on the cost of their tuition fees.

Find out if you’re eligible by visiting the University of Hull Alumni Postgraduate Scholarship page.

International Scholarships and Bursaries

We offer a range of scholarships and bursaries for international students.

To find out more and see if you're eligible, please visit the International Scholarships and Bursaries  page.

Take a look at our facilities

Education lecture room.

Study the theory in our lecture rooms – before you put your learning into practice in the classroom.

Forest School Training Centre

You could access our Forest School Training Centre with outdoor classroom, gardens, wooded areas and wildflower meadows.

Group Lecture Room

Collaborate in group lecture rooms working as part of our vibrant community of students and staff who all share an interest in developing excellent learning opportunities for others.

Brynmor Jones Library

Our seven-story library is a superb learning space. As well as more than a million books, there’s a variety of study areas, over 400 open-access PCs and one amazing view.

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As an MA Education student, you'll be exploring all the latest educational theories and concepts and digging deep into important issues and policies that shape the field. The best part? You won't just be building your knowledge, you'll also develop academic skills that will make you a valuable contributor to your chosen learning community.

On earning your MA Education degree, you could train to become a teacher, get into educational administration or even dive into research. But that's not all. You might find your calling working in education services in museums or arts organisations, educational publishing or policy development.

Your next steps

Like what you’ve seen? Then it’s time to apply.

Make your application online now, and our admissions team will get back to you as soon as possible to make you an offer.

Not ready to apply?

We regularly deliver virtual and on-campus events to help you discover your perfect postgraduate course, whether it’s a subject you already love or something completely different. Our events are an opportunity for you to chat to tutors and current students and find out about the career options a postgraduate degree could lead to.

You may also be interested in…

Ma early childhood and education, ma professional practice in education, ma higher education practice, ma leadership and management in education, ma special educational needs, disabilities and inclusion.

All modules presented on this course page are subject to availability and this list may change at any time.

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Programme Details

Master of Arts in Education and Technology

Location: Mumbai

Centre: Centre of Excellence in Teacher Education

The MA in Education and Technology program is a full-time (one year) /part-time program aimed at building critical knowledge and pedagogies, equitable and sustainable perspectives, and practice in the area of education technology for established and aspiring professionals in the area.

The objective is to develop research and practice-based knowledge about contemporary issues, teaching and learning pedagogies, design development, adoption, and policy in education technology in the global and Indian education systems.

Program Structure

Our program is structured to accommodate working professionals in education, educational publishing, educational technology and other relevant areas. The curriculum is transacted face to face over 10 weeks; a distance learning approach is adopted including synchronous and asynchronous activities.

To know more about the programme, faculty, student and alumni experiences and Life@TISS visit the YouTube playlist.

Faculty Profile:

National and global academic experts, researchers, industry leaders, government officials and practitioners engaged with the field of educational technology.

Click Here For MAET Faculty Profile

EdTech Talks

EdTech Talks, is a seminar series hosted by the Education Technology Research Group at the Centre of Excellence in Teacher Education (CETE), TISS, Mumbai. These seminars, featuring industry leaders, entrepreneurs, policy makers and academic researchers, serve as an exciting platform to delve into the latest advancements in the field. The series not only offers valuable insights to our MA students but also intends to engage our faculty and researchers in imagining the creative use of technology to improve equity, access and the quality of education. The seminars are followed by closed group interactions for the students of MA in Education and Technology with the invited seminar speakers.

1.  EdTech Talk

2.  EdTech Talk 1

3.  EdTech Talk 3

4.  EdTech Talk 4

Capstone Project

The MA Education and Technology capstone project (worth 6 credits) is designed to provide students with practical skills in edtech research and design. The project commences with research workshops that focus on essential research methods, including design-based research.

Students will have the opportunity to select or be assigned a field site for their capstone project. With the guidance of a field mentor and faculty member, they will complete a project that could entail creating an artefact, curriculum, prototype design, or conducting a pilot/usability study. In addition, they will design and implement an evaluation study specific to their field of expertise or provide guidelines and recommendations for policy.

Faculty Testimonials

The programme is thoughtfully designed and delivered by national and global experts to bridge the increasing need of building critical knowledge and perspectives, competence and values in the area of education and education technology in current and aspiring edtech professionals, leaders and educators.

-Dr. Amina Charania, Associate Professor, Lead M.A. in Education and Technology, CETE, TISS

Our M.A. in Education and Technology programme equips you to see educational technology through the lens of equity, inclusiveness, diversity and local contexts. Our aim is to enrich your practice with design/systems thinking, critical orientation and ethical considerations.

Anil Mammen, Professor of Practice, Chief Learning Designer - M.A. in Education and Technology, CETE, TISS

Student Testimonials

I applied for the MA Education and Technology (MAET) program through the TISSNET exam. The written test assessed critical thinking, English language proficiency, and general awareness. The interview with the panel was both engaging and enlightening, offering valuable insights into the course. My motivation for applying to this program was to expand my existing knowledge and discover new avenues for personal growth and research.

The MAET course stood out to me because of its diverse curriculum, focusing on establishing a solid educational foundation and examining each subject through the lens of technology. The faculty members bring a wealth of diverse backgrounds and have been incredibly supportive throughout our learning journey. Their dedication to ensuring each student comprehends and applies concepts practically is truly inspiring.

The course also facilitated industry connections through seminars and guest lectures. These experiences helped me grasp the course's relevance and understand our roles as tech educators within the industry, including the challenges we can address using technology.

Given my role as a learning and development professional, this course has significantly improved my understanding of my learners. I can now apply the various concepts learned in class to create tailored training materials and deliver them more effectively. I am enthusiastic about delving into research, learning, and exploring the intersection of education and technology from a fresh perspective. I am grateful to be part of this transformative journey.

Prachi Chandra, MAET student

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What Can You Do with an MA in Curriculum and Instruction

Before enrolling, most students often ask themselves, “What can you do with an MA in Curriculum and Instruction?” We know this because we get this question all the time. One thing you should know is there are plenty of great options for building a rewarding career with this degree. Let’s explore these roles, their growth potential, and financial outlook.

Featured Programs

What can you do with an ma in curriculum and instruction.

A master’s in curriculum and instruction is a lesser-known degree in education. Yet, it is a field full of opportunities. This program offers the know-how to shape educational curricula and enhance learning strategies for students. In addition, it also teaches you to take on leadership roles.

Curriculum Developer

• Average salary: $78,138 

As a curriculum developer, you will design educational programs and materials. Your primary job function will be to create lessons that can be used in traditional classrooms or shared online.

Curriculum developers with expertise in technical areas typically work for established organizations. The BLS projects a faster-than-average  6% increase in demand for training and development  specialists from 2022 to 2032.

This role also involves analyzing student performance data to enhance curriculum effectiveness. As a curriculum developer, you will assist educators by evaluating how various resources work. You will also be making necessary improvements to existing curricula and guide educators in implementing these changes.

Instructional Coordinator

• Average salary: $75,470 

An instructional coordinator oversees teaching standards and school curricula. You would collaborate with teachers to implement educational programs and improve teaching techniques.

Additional responsibilities in this job role include creating and coordinating educational content. Instructional coordinators also incorporate technology into lessons and develop instructional materials. By doing this, you will be able to help teachers and professors with course design and delivery.

The BLS projects a 2% increase in demand for instructional coordinators from 2022 to 2032.

Education Specialist

• Average salary: $61,169

Education specialists improve school programs through teacher training and curriculum development. This role also includes planning, reviewing, and changing the content of courses.

They can work in educational leadership, instructional technology, or educational psychology. Employment for education and training specialists is expected to  expand by 8%  between 2018 and 2028.

Education specialists often collaborate with teachers and school officials to manage classrooms effectively. They also provide classroom progress reports from instructors to parents and vice versa.

K-12 Lead Teacher

• Average salary: $39,129

K-12 lead teachers are employed by private schools and school districts. Between 2018 and 2028, the number of jobs for early childhood teachers is expected to increase by 15%.

As a K-12 lead teacher, you’ll deliver lessons to students and mentor other educators. A lead teacher’s responsibilities include organizing and implementing instructional programs and curricula. They collaborate with their colleagues to make sure students are getting quality education.

Academic Coach

• Average salary: $48,915

An academic coach works with students one-on-one to help them with professional development and skills enhancement. As a coach, you’ll identify strengths and areas for improvement. These improvements could be in terms of learning styles, study habits, and obstacles to academic achievement.

Tutoring is one component of academic coaching. Additional responsibilities include helping students manage their studies by developing efficient study habits and decision-making abilities. Also, another important responsibility in this role is assisting high school students with college applications.

Textbook Writer

• Average salary: $54,729

The role of a textbook writer involves creating engaging and accurate educational content. This content is for students and educators across various subjects and grade levels. As a textbook writer, your responsibility includes developing and editing curriculum parts, making sure they are up-to-date, accurate, and meet the set standards.

In this role, having experience in technical writing or instructional design makes collaborating with textbook publishers much easier. Additionally, familiarity with tools such as Adobe Suite and Microsoft Office may be necessary. You may also need skills in internal publishing applications.

ESL or ESOL Teacher

• Average salary: $67,817 

As an English as a Second Language (ESL) or English for Speakers of Other Languages (ESOL) teacher, you will teach English to non-native English speakers. ESL teachers instruct beginners in nations where English is an official language, while ESOL teachers work with students who speak other languages. ESL and ESOL professionals can also qualify for either TESOL or TEFL.

The acronyms TESOL and TEFL refer to “Teaching English to Students of Other Languages” and “Teaching English as a Foreign Language.” This job is expected to grow at a rate of 4% from 2018 to 2028.Possessing one of these credentials opens doors for you to teach and travel the globe.

You should get a TEFL certification if you want to teach ESL overseas. If you want to teach English in your native country, you can get a TESOL certification instead.

School Principal

• Average salary: $111,430 

As a school principal, you’ll lead a school community. You’ll manage day-to-day school activities, oversee staff, and assure a safe and effective learning environment. 

Principals are responsible for ensuring the classroom is a safe place for students to learn and that the curriculum is well-managed. Throughout the year, principals play a supporting role in assisting teachers to prepare for class. They also assure their objectives align with the district’s curriculum.

The BLS predicts an average 1% increase in employment  for elementary, middle, and high school principals from 2020 to 2030.

What Is a Curriculum and Instruction Program?

A curriculum and instruction program is a graduate-level program that prepares you to become an expert in designing, implementing, and evaluating educational programs. It’s an ideal path if you’re passionate about enhancing the learning experience for diverse groups of students.

In this program, you’ll explore the intricacies of curriculum development. This involves learning how to create educational content that’s both academically rigorous and culturally relevant and responsive to the needs of different learners. The focal point of these programs is a commitment to diversity and social justice.

Instructional design forms the core of this program, emphasizing the creation of effective and efficient instruction. You learn to apply educational theory and research to real-world teaching. In the process, you’ll utilize technology and innovative educational practices, improving student outcomes.

Why Should You Get a Curriculum and Instruction Degree?

Your educational career could take a 180-degree turn as you earn your master’s in curriculum and instruction. You will enhance your professional qualifications and position yourself to make lasting changes in the field of education. Here are some other reasons why you should consider this degree:

Lead Educational Improvement

A master’s degree in curriculum and instruction makes sure you can effectively contribute to academic improvement in various educational settings.

With this degree you’re able to integrate valuable components like STEM and the arts or specialize in areas like TESOL or English language learning. This enables you to innovate in your field, potentially influencing how subjects are taught in diverse classrooms.

Increase Salary Potential

A master’s degree can significantly raise your earning prospects compared to holding only a bachelor’s degree. Your advanced knowledge allows you to negotiate better salaries and benefits.

Expand Your Skill Set

The degree allows you to expand your skill set greatly. You master the art of tailoring educational experiences to accommodate varied learning styles.

What Does a Curriculum and Instruction Degree Teach Students?

Curriculum and instruction master’s degree programs often cover topics such as lesson planning, delivery, and evaluation of educational programs and units. You will review present practices and see how they compare to the best in the country and worldwide.

The curriculum of a master’s degree program will also take into consideration the relevant current events and adhere to national and state requirements. It will prepare you for leadership roles in education.

In addition to providing training in cutting-edge technology that may promote student learning, obtaining a master’s of education with a concentration in curriculum and instruction will help refresh your knowledge. Here’s a breakdown of key learnings:

• Curriculum design & development: You’ll explore the science behind creating impactful curricula tailored to meet educational standards and student needs.
• Instructional strategies:  You’ll understand a range of teaching methods. This will enhance learning outcomes across different age groups and subjects.
• Assessment techniques: You’ll learn to design and implement assessment tools. These tools will help you accurately measure student progress and curriculum effectiveness.
• Educational technology: You’ll adopt digital tools and technologies. They facilitate innovative teaching and a more engaging learning experience.

Top 4 Curriculum and Instruction Programs

Choosing the best curriculum and instruction program is vital if you’re aiming to boost your career growth. Let’s walk you through the top 4 curriculum and instruction programs that will prepare you for a dynamic career in education.

Michigan State University

• #2 Best Grad Schools in Michigan 2024
• #2 Most Affordable Colleges in Michigan 2024
• #2 Best Public Colleges in Michigan 2024
• #3 The Most Influential Universities and Colleges Ranked by State 2024
• #2 Best Online MBA Programs in Michigan
• #2 Best Online Master's Programs in Michigan 2024
• #3 Best Online MBA Degree Programs No GRE Required Ranked for 2024
• #9 Best Online Master's Programs 2024
• #11 Best Online Master's in Management
• #23 The Best Traditional MBA Programs Ranked for Students in 2024

Career Outlook for degree at Michigan State University

• Location: East Lansing, Michigan
• Tuition Fee: $900 per credit (in-state)
• Enrollment: 1019
• Rank:  1 st in curriculum and instruction

Michigan State University’s curriculum and instruction program is backed by cutting-edge research. It also offers a long-standing commitment to teaching excellence. The program equips you with the knowledge to develop engaging curriculums. You’ll gain the expertise to implement effective education strategies.

Graduates often pursue careers as curriculum specialists, instructional coordinators, and education researchers.

University of Wisconsin–Madison

• #17 Best Universities in the US Ranked for Prospective Students in 2024
• #22 50 Best Graduate Schools Ranked for Prospective Students in 2024
• #1 Best Public Colleges in Wisconsin 2024
• #1 Best Grad Schools in Wisconsin 2024
• #1 The Most Influential Universities and Colleges Ranked by State 2024
• #1 Most Affordable Colleges in Wisconsin 2024
• #1 Best Research Universities in Wisconsin 2024
• #1 Best Colleges in Wisconsin 2024
• #15 Best Research Universities for Social Work Degrees
• #21 Best Research Universities for Nursing Degrees
• #1 Best Online Master's Programs in Wisconsin 2024
• #1 Top 18 Most Affordable No GRE Online PhD Degree Programs
• #1 Best Online Colleges in Wisconsin 2024
• #2 20 Best Online Master's of Speech Pathology Degree Programs
• #2 20 Fastest Accelerated Online English Doctorates (PhDs) 2024
• #5 Top 5 Best Online Sociology PhD Degree Programs (Doctorates) 2024
• #6 Best Online MBA Programs in Wisconsin

Career Outlook for degree at University of Wisconsin–Madison

University of wisconsin.

• Location: Madison, Wisconsin
• Tuition Fee: $10,728 per year (in-state)
• Enrollment: 1129
• Rank: 2nd in Curriculum and Instruction

The University of Wisconsin  program highlights inclusive teaching and learning methods. The coursework covers various pedagogical theories and the application of technology in education.

Career paths after this program typically include leadership roles. These will be in academic institutions and educational consulting.

University of Michigan

• #4 Top Schools that Offer Free Master's Degrees Online
• #9 Best Universities in the US Ranked for Prospective Students in 2024
• #9 50 Best Graduate Schools Ranked for Prospective Students in 2024
• #11 Best Universities in the World 2024
• #22 50 Best Research Universities Ranked for Undergrads in 2024
• #1 Best Research Universities in Michigan 2024
• #1 Best Colleges in Michigan 2024
• #1 Best Grad Schools in Michigan 2024
• #1 Most Affordable Colleges in Michigan 2024
• #1 Best Public Colleges in Michigan 2024
• #2 Best Research Universities for Education Degrees
• #4 Best Research Universities for Business Degrees
• #5 Best Research Universities for Nursing Degrees
• #6 Best Research Universities for Psychology Degrees
• #6 Best Research Universities for Communications Degrees
• #8 Best Research Universities for Anthropology Degrees
• #8 Best Research Universities for Sociology Degrees
• #9 Best Research Universities for History Degrees
• #10 Best Research Universities for Computer Science Degrees
• #11 Best Research Universities for Engineering Degrees
• #11 Best Research Universities for Philosophy Degrees
• #11 Best Research Universities for Math Degrees
• #11 Best Research Universities for Economics Degrees
• #12 Best Research Universities for English Degrees
• #12 Best Research Universities for Political Science Degrees
• #13 Best Research Universities for Earth Sciences Degrees
• #13 Best Research Universities for Physics Degrees
• #13 Best Research Universities for Chemistry Degrees
• #13 Best Research Universities for Biology Degrees
• #14 Best Research Universities for Religious Studies Degrees
• #1 Best Online MBA Programs in Michigan
• #1 Best Online Master's Programs in Michigan 2024
• #1 Best Online Master’s in Health Science
• #1 Best Online MBA Degree Programs No GRE Required Ranked for 2024
• #1 Top 8 Best Online Public Health PhD Degree Programs (Doctorates)
• #1 Top 5 Best Online Sociology PhD Degree Programs (Doctorates) 2024
• #1 Fastest Online Master's Degrees Ranked for Students in 2024
• #2 Best Online History Doctorate Degree Programs (PhDs) 2024
• #2 Top 10 Best Online Communications PhD Degree Programs (Doctorates)
• #2 Best Online Master's Programs 2024
• #2 Top 5 Best Online Sociology PhD Degree Programs (Doctorates) 2024
• #3 Top 3 Best Online Economics PhD Degree Programs (Doctorates)
• #3 Top 5 Best Online English PhD Degree Programs (Doctorates)
• #4 Top 6 Best Online Clinical Nutrition PhD Degree Programs (Doctorates)
• #6 Guide to Free Online Courses for MBA Students in 2024
• #1 Fastest Accelerated Online Master's of Nursing Degree Programs 2024
• #5 The Best Traditional MBA Programs Ranked for Students in 2024

Career Outlook for degree at University of Michigan

• Location: Ann Arbor, Michigan
• Tuition Fee: $27,714 per year (in-state)
• Enrollment: 480
• Rank: 3rd in Curriculum and Instruction

The University of Michigan  is known for its innovative teaching practices and forward-thinking curriculum. This institution prepares you to understand educational challenges. It also teaches you to tailor your teaching to meet diverse learner needs.

After graduating, students become expert educators or policymakers and take up roles in educational technology firms.

Related Questions

What is meant by curriculum.

The curriculum refers to a structured set of learning experiences for student’s learning. It’s like a map for your teaching experience, ensuring each student’s academic success. The timing of courses, financial aid opportunities, and costs impact on the development and implementation of an effective curriculum.

Who Is a Curriculum Specialist?

Curriculum specialists are tasked with refining educational programs to enhance teacher performance and student outcomes. They are responsible for aligning teaching strategies with best educational practices.

What is the Purpose of the Curriculum?

The curriculum aims to lay out a comprehensive framework that educators can follow to assure equitable, high-quality education. It is about setting clear goals and choosing the right content. Also, it helps adopt effective learning strategies that cater to the diverse needs of students.

A master’s in curriculum and instruction equips you with a diverse skill set to serve as an educational leader. You can contribute to the quality of education in various roles, including developing curricula that incorporate diversity and conducting educational research that informs teaching practices.

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Learners who have enrolled in at least one qualifying Harvard Online program hosted on the HBS Online platform are eligible to receive a 30% discount on this course, regardless of completion or certificate status in the first purchased program. Past-Participant Discounts are automatically applied to the Program Fee upon time of payment.  Learn more here .

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Professors offer new course on the ethics of eating animals

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In all the debates about the impact humans have on the environment, Liza Oliver , associate professor of art at Wellesley, and Julie Walsh , associate professor of philosophy, say one question is often overlooked: “Do we need to reevaluate our relationship to animals as food?”

In fall 2024, they will address that question and more in ARTH 324/PHIL 324: Meat: Visuals, Politics, and Ethics, a new seminar they are co-teaching with the goal of discussing and debating meat consumption and the meat industry.

The course is made possible by an Apgar Award, given by the College’s Educational Research and Development Committee. Endowed in 1991 by Anne Nelson Apgar ’70, the award recognizes faculty initiatives that enhance the quality of teaching at Wellesley. It provides up to $10,000, once a year, to faculty members who present new and innovative approaches to teaching and broaden the College’s views on teaching and learning. The grant encourages faculty to propose a “dream project” that would allow students and faculty to engage with topics they love in creative ways.

The Apgar Award is about thinking big, and Oliver and Walsh have big dreams for their seminar, which they say “gives priority to interdisciplinarity, fostering exchange, and learning from one another in real time.” They want to empower their students by making class discussions student-driven, and they are planning to take ambitious field trips as well as host a series of guest speakers from a variety of disciplines: journalism, digital media consulting, activism, and visual art. In bringing together diverse perspectives and career experiences, they hope to “integrate the academic, traditional pedagogies of art history and philosophy with the conversations, concerns, ethics, and politics of people working and living in these spaces now.”

The professors look forward to engaging with their students on the topic of eating animals, and they will be pairing academic reading and conversation with experiential learning opportunities.

For Oliver and Walsh, their “goal is to equip students with frameworks and contexts within which to interrogate the ways that animals are seen, considered, and valued in our communities.”

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Ukrainian Refugee Ma Place Branding Award

Search the website, ukrainian refugee supports her country’s war effort with skills from first-in-the-world course at mdx.

3 January 2024

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Iryna Mushtina, who fled to the UK with her 16-year-old son, is using the MA in Place Branding at Middlesex University to keep the world’s attention on Ukraine’s struggle

A Ukrainian refugee has won a top award for supporting her country’s war effort after enrolling on a unique course at Middlesex University.

Iryna Mushtina fled to England with her 16-year-old son after Russia invaded and one of its first missiles flew directly over her house just outside Kyiv.

From the UK she continued to fight for her homeland’s future as her creative digital agency developed the campaign #WhatWeAreFightingFor to keep the world’s attention on Ukraine’s struggle.

Iryna started studying for an   MA in Place Branding at Middlesex   – the world’s first postgraduate branding course that focuses on cities, regions and countries – and shortly afterwards her project won the City Nation Place Awards in London.

"The lectures – receiving practical experience from world-famous professionals in the area of place branding – are invaluable." Iryna Mushtina

The 43-year-old said: “We understood the campaign was crucially important for all our people. Being in a fierce, bloody war for a year is difficult.

“We must support Ukrainians first and foremost, to remind them of the diverse, authentic, genuine country we have; worth fighting for, no matter how hard it gets.”

The campaign, which has been overseen directly by Ukrainian President Volodymyr Zelenskyy and featured at the Eurovison Song Contest in Liverpool, was carried out in Britain, Europe and the US and Iryna said it has helped maintain international support for Ukraine.

Iryna moved to Surrey in the summer of 2022 so her teenage son could continue school.

She said: “We lived near Kyiv in a private house, not far from the sadly famous Bucha, and one of the first Russian missiles flew directly over our house.

“It was the worst day of my life.”

She became interested in the idea of “place branding” after being impressed by locals’ loyalty to their towns and counties while volunteering in north Surrey.

She came across Middlesex University’s new MA in Place Branding after researching the term and was the first person to apply for a place on the course, which started last September.

Iryna Mushtina with her son

The mum, whose husband and parents are still in Ukraine, said the course would have helped her improve her campaign.

She said: “While I'm only at the beginning of my education, I already see many aspects that I could have improved in the project.

“This has become possible primarily because of the well-structured course, logical material, very well-chosen reading list and the balance between theory and practice.

“This is especially evident in our assessments.

“Moreover, the lectures – receiving practical experience from world-famous professionals in the area of place branding – are invaluable.”

Iryna is using the knowledge she has gained as she focuses on the brand strategy for Kyiv next.

But she reserved the biggest praise for another strength of studying at Middlesex, saying: “One more absolutely amazing aspect is the group of my peers, who are from different countries, with diverse experiences.

“I really enjoy our discussions; sometimes original ideas are born there.

“And it's improving my English more than any other language courses.”

The campaign stand at the Eurovision Song Contest in Liverpool

Middlesex’s MA in Place Branding is the first postgraduate degree in the world that incorporates marketing, design, urban planning, governance, climate action, strategic planning, creative conceptualisation and problem-solving for cities, regions and countries.

Programme Leader Dr Giannina Warren   said: “The innovative mix of place branding theory, research, and the practices of the profession integrated into this customised curriculum will really prepare students to develop their career in a strategic, creative and fast-changing marketplace for talent.”

Find out more about the MA in Place Branding .

• 20 May 2024

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Edexcel IGCSE Mathematics 4Ma1 Predicted Paper 2HR Summer 2024

Subject: Mathematics

Age range: 14-16

Resource type: Assessment and revision

Last updated

22 May 2024

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Summer 2024 Edexcel IGCSE Mathematics 4Ma1 Exam Date: 3rd June 2024 Predicted Paper 2HR with Mark Scheme Version I (second version will be available by Monday 20th May so keep an eye out) Total Marks: 100 Calculator Allowed Time: 2 Hours Includes full list of topics that have appeared in paper 1HR and a list of topics likely to appear in Paper 2HR.

Includes • List of topics appeared in Paper 1 • List of topics likely to come in Paper 2 • Topics in this predicted paper and their corresponding Maths Watch Clip Number • Predicted Paper and Mark Scheme Kindly leave a review if you find this useful.

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