How do students learn in schools? What role do individual differences play in learning? How can you improve learning environments to help students learn and develop?
The Master Learning in Interaction in Groningen offers
The track is designed to provide you with a blend of skills, theoretical background and practical experience required to understand learning processes and to (re)design learning environments.
Semesters | ||||
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CoursesCourse Catalog > | 1a | 1b | 2a | 2b |
Learning in Human Interaction (5 EC) Focuses on the centrality of human interaction in learning and development. Examines theoretical underpinnings and empirical evidence about the most important sources of human interactions in educational settings: the interaction of learners with their teachers, and their interaction with peers. | ||||
Learning in Interaction with Artefacts (5 EC) Focuses on design principles and roles of learners in interaction with different sorts of artefacts, and on the unique learning opportunities that interaction with artefacts can offer. | ||||
*Internship (10 EC) Students apply their expertise as educational scientists to tackle a real question embedded in an educational organization. 5 EC internship: see https://ocasys.rug.nl/current/catalog/course/PAMAOW02 / 10 EC internship see: https://ocasys.rug.nl/current/catalog/course/PAMAOW03 | ||||
*Master thesis (20 EC) Students conduct their final research project, from research question to the scientific, written report: the Master's Thesis. Students work in close collaboration with their supervisor, in a thesis projects that is well-embedded in active research lines of our staff members. | ||||
*Methods and Techniques for Evaluation Research (5 EC, optional) The course offers in-depth knowledge, insights and skills related to quantitative empirical research, with a special focus on (quasi) experimental evaluation research. | ||||
Qualitative Research methods (5 EC, optional) | ||||
Educational Organization and Management (5 EC, optional) | ||||
Student Diversity in the Inclusive Classroom (5 EC) This course acts as a framework to the track, from which the limitations of the principle “support meets needs” are analyzed. Relevant themes are the role of teachers and the design of learning environments to support learning given multiple sources of student diversity. | ||||
Reflection in & on Learning (5 EC) How do students learn and how does metacognition influence learning? Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are not doing so well. The course focuses on the big ideas about metacognition. |
Courses marked * are general courses
Consult about the possibilities with the programme coordinator.
Specific requirements | More information |
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previous education |
You will be admitted with a
If you hold one of the diplomas listed below, the admissions committee will assess your eligibility for admission:
IMPORTANT NOTE: Our programme deals with the academic study of educational processes, and it is therefore not aimed at directly developing teaching (pedagogical or didactical) skills. |
knowledge minimum |
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other admission requirements |
If the admissions board has doubts about whether an applicant's content knowledge meets the entry requirements, the applicant may be asked to complete an assignment and participate in a digital interview to discuss it. |
Study programme | Organization | Transition |
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All Universities of applied sciences |
Via a pre-master with a maximum of All higher professional education (hbo) programmes related to the bachelor's programme in Educational Sciences. See http://spo-groningen.nl/ for information about the pre-master Pedagogiek en Onderwijswetenschappen, and the related (hbo) programmes. |
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Educational Theory | All Universities of applied sciences |
Via a pre-master with a maximum of Also: HKP, HPO and HSAO. See http://spo-groningen.nl/ for information about the pre-master Pedagogiek en Onderwijswetenschappen. |
Applied Psychology | All Universities of applied sciences |
Via a pre-master with a maximum of See http://spo-groningen.nl/ for information about the pre-master Pedagogiek en Onderwijswetenschappen. |
Education in Primary Schools (age 4 - 12) | All Universities of applied sciences |
Via a pre-master with a maximum of Also: Lerarenopleiding. See http://spo-groningen.nl/ for information about the pre-master Pedagogiek en Onderwijswetenschappen. |
Social Work | All Universities of applied sciences |
Via a pre-master with a maximum of With the Youth exit profile. See http://spo-groningen.nl/ for information about the pre-master Pedagogiek en Onderwijswetenschappen. |
Study programme | Organization | Transition |
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All Research universities |
Via a pre-master More information:You hold a relevant bachelor's degree and can demonstrate that you meet the required knowledge minimum. The admissions committee will assess whether you are eligible for admission. |
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Pedagogical Sciences | All Research universities |
Additional requirements More information:The admissions committee will assess whether you are admissible with your previous education. |
Study programme | Organization | Transition |
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Pedagogical Sciences | University of Groningen | No additional requirements |
Psychology (NL) | University of Groningen |
Additional requirements More information:The admissions committee assesses whether you are eligible. |
Sociology | University of Groningen |
Additional requirements More information:The admissions committee assesses whether you are eligible. |
Type of student | Deadline | Start course |
---|---|---|
Dutch students | 01 December 2025 | 01 February 2026 |
01 June 2026 | 01 September 2026 | |
01 December 2026 | 01 February 2027 | |
EU/EEA students | 01 December 2025 | 01 February 2026 |
01 June 2026 | 01 September 2026 | |
01 December 2026 | 01 February 2027 | |
non-EU/EEA students | 15 October 2025 | 01 February 2026 |
01 May 2026 | 01 September 2026 | |
15 October 2026 | 01 February 2027 |
Specific requirements | More information |
---|---|
previous education |
A bachelor's degree equivalent to a Dutch research university degree, in Educational Sciences or a related social science (Psychology or Sociology). IMPORTANT NOTE: Our programme deals with the academic study of educational processes, and it is therefore not aimed at directly developing teaching (pedagogical or didactical) skills. |
knowledge minimum |
|
language test |
The official language of the programme is English. Applicants who are not native speakers must provide official proof of proficiency. Institutional TOEFL scores are not accepted. One of the following is required:
|
other admission requirements |
If the admissions board has doubts about whether your content
knowledge meets the entry requirements, the applicant may be asked
to complete an assignment and participate in a digital interview to
discuss it.
|
Apply for admission (form) with the admissions committee.
IMPORTANT: International students who require unconditional admission to apply for a scholarship must submit their application to the programme at least two months before the scholarship deadline.
Any questions? Click the Contact button to find out who can best help you with your question.
Type of student | Deadline | Start course |
---|---|---|
Dutch students | 01 December 2025 | 01 February 2026 |
01 June 2026 | 01 September 2026 | |
01 December 2026 | 01 February 2027 | |
EU/EEA students | 01 December 2025 | 01 February 2026 |
01 June 2026 | 01 September 2026 | |
01 December 2026 | 01 February 2027 | |
non-EU/EEA students | 15 October 2025 | 01 February 2026 |
01 May 2026 | 01 September 2026 | |
15 October 2026 | 01 February 2027 |
In today's rapidly evolving job market, there is a growing demand for experts who understand learning processes and can optimize educational and professional learning environments.
As a Learning in Interaction graduate, you will be well-equipped to work across various sectors, including education, corporate training, and research, in roles that focus on analysing learning processes and improving learning experiences. With your expertise in learning and interaction, you will be prepared for a career where you can make a real impact on how people learn and grow.
Career services
BSS
Where do you want to work after your studies? You can
contact
Career
Services
already during your
studies. They will help you orientate on your career, develop your
skills, apply for jobs and find an internship.
Advising schools and institutions on curriculum design, teaching strategies, and learning interventions in all sectors of public and private education, as well as in public and private training.
Developing educational materials, apps, virtual reality environments and e-learning solutions based on learning sciences for any level of education, from primary- to higher education.
Designing and implementing training programs in companies and organizations.
Supporting educators in improving teaching methods and student engagement for any level of education, from primary- to higher education.
Conducting studies on learning and development in universities, research institutes, teacher training centres, government education departments, school advisory services, and knowledge and innovation centres in education.
at a university
Supporting educators in improving teaching methods and student engagement for any level of education, from primary- to higher education.
prof dr
Jan-Willem Strijbos
expertise: technology-enhanced learning; collaborative
learning; peer assessment and feedback.
prof dr Alexander
Minnaert
expertise: motivational social-emotional, neurological,
and (meta)cognitive aspects in development and (gifted) student
learning, implementation of educational innovations aiming at
development, self-regulated, collaborative learning and
inclusion.
dr
Jasperina Brouwer
expertise: higher education; workplace learning.
dr
Marjolein Deunk
expertise: teacher-child interactions; language and
literacy development; early childhood education and care; discourse
analysis; cultural diversity in education; differentiation.
dr
Danny Kostons
expertise: self-regulated learning, executive functioning,
eye-tracking.
dr Mayra
Mascareño Lara
expertise: classroom interactions; instructional quality;
development in early childhood.
dr Alma Spijkerboer
expertise: developmental psychology, neuropsychology,
executive functioning, digital learning environments,
self-regulating learning and reading comprehension in secondary
education.