An interdisciplinary programme exploring dilemmas in education, culture and pedagogy. Would you like to contribute to solutions, knowledge and policy — and learn from other disciplines and countries?
Grant information: students from certain countries are eligible for the Orange Knowledge Programme grant - see https://www.rug.nl/education/international-students/financial-matters/netherlands-fellowship-programme for more information
Semesters | ||||
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CoursesCourse Catalog > | 1a | 1b | 2a | 2b |
Domain-specific Professional Skills (5 EC) | ||||
Ethics in Care and Education (5 EC, optional) | ||||
Expertise, education and psychological practice (5 EC) | ||||
In the best interests of the child (5 EC) | ||||
Qualitative Research Methods (5 EC) | ||||
Citizenship development and education (5 EC) | ||||
Research Thesis (5 EC) | ||||
Stage (5 EC) | ||||
Education for a better world (5 EC) |
In the course catalog, click the tab 'Ethics of Education and click on a course for more information about the content, the learning objective, language, teacher.
Specific requirements | More information |
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knowledge minimum |
Sufficient courses on
Previous experience with academic writing (e.g., Bachelor thesis), is desirable, but not an entry requirement. |
Study programme | Organization | Transition |
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All Universities of applied sciences |
Via a pre-master More information:
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Study programme | Organization | Transition |
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All Research universities |
Via a pre-master More information:Admission request to the admissions committee. Based on the request, the committee assesses whether an additional programme in the form of a pre-master's degree is required. |
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Academic training primary school teacher | All Research universities |
No additional requirements More information:Note: Applies to all bachelors in Pedagogical Sciences at a research university (not only to Academic primary school teacher) |
Study programme | Organization | Transition |
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Pedagogical Sciences | University of Groningen | No additional requirements |
You can submit your admission request via the form Application for admission MSc Educational Sciences. You require a completed university bachelor's degree in Educational Sciences or a related field. You should submit your diplomas and a list of courses with course descriptions via the form. An assessment may be part of the admission procedure.
The application procedure is described on the general RUG page Enrolment for a Master's degree. Alternatively, you can contact admission rug.nl.
Type of student | Deadline | Start course |
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Dutch students | 01 June 2025 | 01 September 2025 |
01 June 2026 | 01 September 2026 | |
EU/EEA students | 01 June 2025 | 01 September 2025 |
01 June 2026 | 01 September 2026 | |
non-EU/EEA students | 01 May 2026 | 01 September 2026 |
Specific requirements | More information |
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previous education |
A completed university bachelor's degree in Educational Sciences or a related field allows you to request admission via the Admissions Committee. Please check the registration procedure below for more information on how to submit your application. |
knowledge minimum |
The transcripts show evidence of sufficient courses on: Research methods for the social sciences (preferably quantitative AND qualitative). Academic disciplinary knowledge on education, developmental psychology, educational psychology, sociology of education, and adjacent fields. Previous experience with academic writing (e.g., Bachelor thesis), is desirable, but not an entry requirement. |
language test |
The official language of the programme is English. Non-native English speakers must provide evidence of satisfactory results for one of the standard tests mentioned below. Official test results must be supplied. Please note, we do not accept Institutional TOEFL results as evidence of English proficiency. IELTS: overall 6.5; writing 6.5; speaking 6.5 | TOEFL internet-based: overall 90; speaking 22; writing 24 | CAE / CPE: C, B or A | Dutch pre-University diploma (VWO) including English: 5.5 for English | |
To apply for this
programme, first go to
Studielink
. After you have submitted your
details in Studielink, you will receive an e-mail with the
information necessary to activate your user account for The
Progress Portal.
See the
application procedure
for some guidance in Progress
Portal.
Then, please upload the following documents in The Progress Portal:
If you have any doubts about your application, please contact us at: admissionsoffice rug.nl
Type of student | Deadline | Start course |
---|---|---|
Dutch students | 01 June 2025 | 01 September 2025 |
01 June 2026 | 01 September 2026 | |
EU/EEA students | 01 June 2025 | 01 September 2025 |
01 June 2026 | 01 September 2026 | |
non-EU/EEA students | 01 May 2026 | 01 September 2026 |
After completing the master's, you can pursue roles in organisations, institutions and media outlets involved in research, education, training, childcare, youth care, and related areas. These positions typically fall within the domains of:
Within the Ethics of Education master's programme, students undertake their master's research within the themes of the Education in Culture research group. This group studies the interaction between pedagogy, culture and education in formal and informal settings, from historical, philosophical, theoretical and intercultural perspectives.
B.E.
(Brenda) Bartelink
Expertise: Anthropology of relationship building, gender
relations, parenting and family in the context of diversity. I am
interested in how people in everyday life deal with and respond to
normative views and discourses about relationship building,
parenting and upbringing. In my own research I mainly focus on how
people navigate normative approaches to gender and sexuality in
their daily lives. In increasingly diverse societies, such as the
Dutch, there are also greater differences between how people
approach this and what they encounter in it. As a qualitative
researcher and ethnographer, I therefore mainly look at the
everyday ethics that speak from the daily actions and lives of
people. I publish on this subject with special attention to
cultural and religious diversity.
Courses: Family and Family Pedagogy, Theoretical Pedagogy,
Qualitative Methods
Current research: Religious and cultural diversity in
youth care; Sexual and relational formation in upbringing and
education; Mothers and Motherhood: Personal, Social and Political
Meanings
D.D. (Diana)
van Bergen
Expertise: my academic work focuses on ethnic- and sexual
minority adolescents and emerging adults. I investigate topics such
as youth's psychosocial development and mental health (particularly
suicidality), in relation to the family context, victimization
processes, and ethnic- and sexual minority discrimination or
stigma.
Courses: Domain Specific Skills
Current research: I am currently involved in several
research projects: 1) The background of suicide and suicidal
behavior of young people in the Netherlands 2) a suicide prevention
intervention study for LGBT Youth 3) Two projects about the
wellbeing and (ethnic) identity development of ethnic minority
youth ("Roots are Powerful" on foster children and "Father Absence"
on Caribbean Dutch youth). 4) Ethical Dilemmas regarding Religious
Issues in Foster Care.
J. (John)
Exalto
Expertise: religion and education; early modern education;
history of educational studies; freedom of education; Dutch school
system; history of youth care
Courses: Ethics in Care and Education; In the Best
Interest of the Child; Research Thesis; Traineeship
Current research: I am interested in early modern as well
as modern ideas and practices of education. Currently, my research
focuses on Philipp Abraham Kohnstamm and his role as one of the
founders of Dutch educational studies. I’m also researching
the ideas of the Bohemian philosopher John Amos Comenius and his
educational legacy in the Netherlands.
L.W.
(Lourens) van Haaften
Expertise: history of higher education;
internationalisation of education; education and post-colonialism;
test technologies in education; education and
nation-building.
Courses: Citizenship Development and Education; In the
Best Interest of the Child.
Current research: I am a historian with a broad interest
in how education as a transnational phenomenon shapes contemporary
societies. The focus of my work is on developments in India/South
Asia. My research interests include issues related to business and
management education, education and agriculture, education and
citizenship development, the history of testing and assessment,
governmentality and the geopolitics of education. In my research, I
often draw inspiration from the history of knowledge and Science,
Technology and Society studies.
S. (Sanne)
Parlevliet
Expertise: cultural transmission, (the history of)
children’s literature, children’s literature and
national identification
Courses: In the interest of the Child 1 and 2
Current research: I am interested in the history of
children’s literature, literature in culture, cultural
transmission and representation. My current research focuses on
identity and identification in historical fiction for children and
the reciprocity between the history of children’s literature
and the history of education. I am also starting up research on the
influence of reading fiction on attitudes and behaviour towards
minority groups.
S.M. (Sarahanna)
Field
Expertise: Research methodology (both qualitative and
quantitative, including the Delphi method and reform methodologies
such as preregistration/registered report and replication, and
ethnography), responsible research and innovation (RRI)
Courses: Domain-Specific Professional Skills; Ethics in Care and
Education
Current research: I am a metascientist, meaning, broadly,
that I use scientific methodology to study science itself. Within
that, my research involves different themes, all involving ethical
and responsible research practice. The main pillars of my research
involve: 1. The scientific subcommunity (known by some as the open
science community, the science reform movement, or
‘metascience’) that is interested in improving how
research is conducted and disseminated. 2. Certain scientific
methodologies, focusing on research ethics and responsible research
and innovation (RRI), and replication. 3. I am interested in
ensuring that the voices represented in scientific discourse are
diverse and varied.