- Start date: September
- Application deadline: August
- Study mode and duration: 12 months full-time
Study with us
- develop a solid foundation for understanding transformative processes in all cultural contexts
- enhance practice and career opportunities in the broader field of formal and informal education
- gain a grounding in research methods and reasoning
- suitable for those looking to pursue full-time study in this area
- open to applications from international students
Why this course?
The Masters course in Education Studies introduces the most important questions and problems by which the discipline of education studies is characterised, along with the methodologies and methods used to answer those questions. In addition to the core modules designed to give you a solid foundation for understanding educational processes, you'll have the flexibility to choose a pair of modules from a range of specialist classes to meet your personal and professional needs.
Education Studies is a discipline in its own right. While it draws on insights from different disciplines, such as psychology, sociology, philosophy, political studies and international relations, economics and business studies, it entertains a very specific perspective on the world.
In education studies, we're mainly interested in the ways, personal growth and (trans)formation can be individually and socially initiated, guided, and supported. Those educational processes are, of course, not restricted to contexts of formal education, eg schooling, but can be perceived everywhere in modern cultures.
What you'll study
You'll study five core classes. In addition, you can choose from two pairs of optional modules. You'll also undertake a dissertation in a topic of your choosing.
- Thinking About Education
- Frameworks for Understanding Learning
- Research Methods & Reasoning
- Globalisation, Society & Education Policy
Optional module pairs:
- Module 1: Language Learning in a Multilingual World
- Module 2: Contemporary Issues in Language Teaching
- Module 1: Philosophy of Technology & Education
- Module 2: Education & Self-Formation in Cultural Contexts
Learning & teaching
The course is taught through a range of student and staff-led research seminars that you’ll participate in.
You'll be assessed through written coursework that draws on academic study and reflection on practical experiences in education.
You'll be individually supported to write a 12,000 to 15,000-word dissertation on a negotiated topic of interest.
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Globalisation, Society & Education Policy
In this module, you'll be introduced to globalisation and the way in which this impacts on the policymaking process. You'll be encouraged to develop a critical stance towards the ways in which policy is constructed, enacted and formed, and you'll be given the opportunity to examine a range of readings on policy and the political process.
This module will enable you to examine social and educational policy for its impacts on the learner and teacher and the ways in which such impacts are part of the global web.
Thinking about education
The module aims to enable students to reflect in a historically informed, deeply systematic philosophical way about the phenomenon, the theory and the practice of education.
It establishes the foundation of a conscious and reflected practice of educating and teaching as well as a basis for serious and far-reaching academic research within the field of Education Studies. Topics include:
- Education Studies as discipline
- Education and Education Studies
- The Student
- The Educator/ Teacher
- The Act of Educating/ Teaching
- The Object of Education/ Teaching
- Education Theory in Context
- Issues in Contemporary Education
Frameworks for Understanding Learning
This class is designed to extend your critical understanding of learning, coming to view it as a process which can be analysed and explained via multiple perspectives. It'll focus on applying research concepts and evidence to explain learning in practical situations. Topics include:
- Historical perspectives on learning
- The behaviourist framework
- Memory and cognition
- The constructivist and social constructivist framework
- Active and situated learning
- The role of knowledge transfer
- Networked learning and identity
- Biological perspectives on learning
Research Methods & Reasoning
This class provides support in developing a critical and informed understanding of research methods in relation to your own planned dissertation project.
It also provides support in understanding research ethics and how they relate to your own research and provides support in meeting the requirements of the ethical approval process.
In this module you will be individually supported to write a 12,000 to 15,000-word dissertation on a negotiated topic. You'll be given tutorial support throughout the year.
This module builds on research methods and reasoning and forms a core part of your experience with us.
The dissertation will enable you to carry out a detailed study focussed upon an area of specific interest. It can either take the form of a literature-based study or an empirical study. If an empirical study, you might be able to gain access to an educational establishment to carry out your study subject to gaining ethical approval from the University of Strathclyde and undertaking disclosure procedures which are required by the Scottish Government if requiring access to a school.
One pair of modules from a choice of:
Module 1: Language Learning in a Multilingual World
This module has been designed for people who are or plan to be languages educators, teaching English or any other language as a foreign, second or additional language. The module combines a practical focus on language learning with a theoretical framework which explores language learner motivations and identities and the social, emotional, cultural and aesthetic dimensions to learning another language, in the context of increasingly multilingual societies – and therefore increasingly multilingual classrooms.
The aim is to promote reflection on students’ own experiences as language learners, to inform and enhance current or future roles as languages educators. Participants will:
- learn about current theories of language learning
- review their own experiences of learning a language and identify the range of relevant language learning opportunities available to enable them to meet their next language learning challenge
- plan, conduct and review a personal four-week language learning experiment
- reflect critically on their own language learning experience, relating this to theories of language learners’ motivation and identities; and the social, emotional, cultural and aesthetic dimensions associated with language learning
- relate their experiences as language learners to their current or future roles as languages educators
- consider the value of language learning and the benefits of bi- or plurilingualism in increasingly multilingual societies
Module 2: Contemporary Issues in Language Teaching
This module explores on contemporary issues and trends in language teaching. It enables participants who are prospective or practising teachers to familiarise themselves with a range of topics relating to language teaching so that they can draw connections between research and their own experience. A key feature of the module will be a focus on the impact of digital technologies and a sociocultural approach to second language pedagogy.
This module is aimed at prospective and practising teachers who are interested in learning more about how languages can be taught. Drawing on current research within the field of languages education and digital education, it is targeted at those who wish to develop their understanding of the conceptual and methodological frameworks relating to language teaching in order to take a critical and reflective stance towards ways to apply such understanding in their own contexts. Students will:
- increase their knowledge and understanding of theories and practices relating to language teaching
- develop practical skills as prospective or practising language educators, through opportunities to try out and review a range of language teaching methods and approaches
- develop a critical and analytical understanding of the pedagogical benefits of, and limitations to, the different conceptual frameworks relating to language learning and teaching
- reflect on how best to integrate new knowledge and skills as prospective or practising language educators in the multilingual society
Module 1: Philosophy of Technology & Education
This module aims to enable students to develop a deep understanding of the philosophical issues raised by the understanding, affordances, and uses technology within education. The module will encourage substantive philosophical debate on a range of technologies and their application in education.
The technologies that arise within educational practice today raise a set of important questions around the nature of the learning society and how learning and technology have become mutually defined, questions that are increasingly urgent in the context of the development of 'Scotland's Digital Future', a strategy to prepare Scottish society for technological change.
Students in education need to understand how technological thinking shapes their practices if they are to become critical about the future direction of our technological and learning society. As technology is embedded ever more upon educational environments, the wider debates are increasingly urgent. As the world becomes increasingly globalised, and technologies employed more widely, the demand for courses of this nature is bound to increase.
Module 2: Education & Self-Formation in Cultural Contexts
The module aims to enable students to identify, understand, and critically reflect on the ways the cultural sphere shapes and influences the (trans)formation of the self. With regard to the influence the cultural sphere has on personal development, there are two different perspectives that need to be reflected by those interested in the self-formation of the individual. On one hand, they need to reflect on the models of (trans)formative processes presented or maybe even prevalent in their own culture: How are educational processes depicted, understood, represented in modern culture, what characterises those processes in the eyes of the culture?
On the other hand, it needs to be understood what models of personality are represented, and how those cultural representations actually influence those who live and grow within this specific cultural sphere. In providing the opportunity to engage with this kind of hermeneutic analysis, the module establishes the foundation of a conscious and reflected practice of educating and teaching as well as a basis for serious, far-reaching and interdisciplinary academic research within the field of Education Studies.
The module attempts to add a more critical perspective with regard to the formative aspects of the cultural sphere and the structures of power inscribed in it. The need for this has been increasingly discussed within the international research community (Cultural Studies, Post-Colonial Studies, Gender & Queer Studies, Critical Whiteness, etc).
Degree or relevant professional qualification, or a combination of qualifications and experience demonstrating capacity for postgraduate study.
|English language requirements|
You're required to have a suitable minimum level of competency in the English language if your first language is not English or if you have not been educated wholly or mainly in the medium of English.
For postgraduate studies, the University of Strathclyde requires a minimum overall score of IELTS 6.5 (with no score below 6.0) or equivalent. Tests are valid for two years.
Pre-sessional courses in English are available.
If you’re a national of an English speaking country recognised by UK Visas and Immigration (please check most up-to-date list on the Home Office website) or you have successfully completed an academic qualification (at least equivalent to a UK bachelor's degree) in any of these countries, then you do not need to present any additional evidence.
If you are from a country not recognised as an English speaking country by the United Kingdom Visas and Immigration (UKVI), please check our English requirements before making your application.
We've a thriving international community with students coming here to study from over 100 countries across the world. Find out all you need to know about studying in Glasgow at Strathclyde and hear from students about their experiences.Visit our international students' section
Fees & funding
All fees quoted are per academic year unless stated otherwise.
|Rest of UK|
Please note: the fees shown are annual and may be subject to an increase each year. Find out more about fees.
How can I fund my course?
Scottish and non-UK EU postgraduate students
Scottish and non-UK EU postgraduate students may be able to apply for support from the Student Awards Agency Scotland (SAAS). The support is in the form of a tuition fee loan and for eligible students, a living cost loan. Find out more about the support and how to apply.
Students coming from England
Students ordinarily resident in England may be to apply for postgraduate support from Student Finance England. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs. Find out more about the support and how to apply.
Students coming from Wales
Students ordinarily resident in Wales may be to apply for postgraduate support from Student Finance Wales. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs. Find out more about the support and how to apply.
Students coming from Northern Ireland
Postgraduate students who are ordinarily resident in Northern Ireland may be able to apply for support from Student Finance Northern Ireland. The support is a tuition fee loan of up to £5,500. Find out more about the support and how to apply.
We've a large range of scholarships available to help you fund your studies. Check our scholarship search for more help with fees and funding.
Faculty of Humanities & Social Sciences Alumni Discount
10% tuition fee discount is offered to all Strathclyde alumni completing a full-time postgraduate taught course in the Faculty of Humanities & Social Sciences.Find out more
Education Studies (MSc)
The lecturers, supervisors and professional services we have come into contact with on the course have been extremely supportive: always willing to support and advise on anything from study skills and how to be successful in assignments to future career options.
Thanks to my positive experience on the MSc Education Studies, and thanks to the encouragement of my supervisor, I have applied to study a PhD in Education.
The MSc Education Studies is designed for people who wish to explore a diverse range of issues and perspectives that make up education. The course prepares for professional careers which are dependent on a thorough and critical understanding of educational processes in their cultural context and the ways in which they contribute to the formation of the individual person.
As such, it addresses educational and formational processes not only with regard to formal education, i.e. schooling, but is concerned with all forms of education, that is: with all processes where the learning and (trans)formation of a person is initiated, guided, or supported.
The degree is not a teaching qualification but can enhance career opportunities in the broader field of education. It supports careers in all cultural fields where people are engaged in learning and are aspiring to some sort of personal transformation, eg:
- the arts
- publishing houses
- youth work
- sports clubs
- all institutions involved with professional learning and training
In addition to those careers, a degree in MSc Education Studies can be regarded as part of an academic career. As such, it prepares students for a doctoral study (PhD or EdD) in Education Studies or a related field, or for participation in research projects which focus upon education in the broadest sense.
It could also be understood as a preparatory course for entering the teaching profession. In this case, the Masters course needs to be followed by a PGDE degree (for Scotland) or an equivalent degree from other countries.
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Start Date: Sep 2020
Mode of Delivery: full-time
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