How do students learn in schools? What role do individual differences play in learning? How can you improve learning environments to optimally help students learn and develop?
Common to all processes referred to in the questions above, is that they take place while and because we interact. Interaction is the motor of learning and development, and therefore key to improving education.
While we all can recognize these interactions, in this master’s track you will learn to take a scientific, evidence-based approach to better examine these day-to-day interactions. This master zooms in on the complex processes through which we learn academic subjects, develop cognitive and meta-cognitive skills, and acquire social competencies.
Different theoretical perspectives and didactic approaches come together in this master’s track. You will understand learning processes in context, and be capable to examine the challenges that arise in optimizing learning environments to learners' needs.
You can also follow this program full-time.
| Semesters | ||||
|---|---|---|---|---|
| Courses | 1a | 1b | 2a | 2b |
| Elective course (for example Educational Organization and Management (5 EC, optional) | ||||
| *Methods and Techniques for Evaluation research (5 EC) | ||||
| Learning in Human Interaction (5 EC) | ||||
| Learning in Interaction with artefacts (5 EC) | ||||
| Student Diversity in the Inclusive Classroom (5 EC) | ||||
| Reflection in & on Learning (5 EC) | ||||
| Semesters | ||||
|---|---|---|---|---|
| Courses | 1a | 1b | 2a | 2b |
| *Internship (10 EC) | ||||
| *Master thesis (20 EC) | ||||
Courses marked * are general courses
| Study programme | Organization | Transition |
|---|---|---|
| All Universities of applied sciences |
Via a pre-master with a maximum of
|
| Study programme | Organization | Transition |
|---|---|---|
| Academic training primary school teacher | All Research universities |
Additional requirements Additional requirements:
|
| Study programme | Organization | Transition |
|---|---|---|
| Pedagogical Sciences | University of Groningen | No additional requirements |
| Psychologie | 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. |
| Specific requirements | More information |
|---|---|
| previous education |
To be considered for admission to the MSc in Educational Sciences/Learning in Interaction, you would need an academic Bachelor's degree which is comparable, in level, to the Dutch (research) university Bachelor. This degree should be in the field of Educational Sciences or in one of the other Social Sciences (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 |
The transcripts show evidence of sufficient courses on:
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. C1 Advanced (formerly CAE): C1 IELTS: overall 6.5; listening 6; reading 6; writing 6.5; speaking 6.5 TOEFL paper based: overall 575; speaking 55; writing 45 TOEFL computer based 237 TOEFL internet based: overall 90; speaking 19; writing 21 |
| other admission requirements |
If the Board of Admissions doubts whether an applicant possesses content knowledge that matches our entry requirements, the Board of Admissions might request the applicant to submit an assignment and to hold a digital interview to discuss the submitted assignment.
IMPORTANT: International students who need unconditional admission to apply for a scholarship need to apply to the programme at least 2 months previous to the scholarship application deadline. |
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:
| Type of student | Deadline | Start course |
|---|---|---|
| Dutch students | 01 June 2024 | 01 September 2024 |
| 01 June 2025 | 01 September 2025 |
| Specific requirements | More information |
|---|---|
| previous education |
To be considered for admission to the MSc in Educational Sciences/Learning in Interaction, you would need an academic Bachelor's degree which is comparable, in level, to the Dutch (research) university Bachelor. This degree should be in the field of Educational Sciences or in one of the other Social Sciences (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 |
The transcripts show evidence of sufficient courses on: General research methods (preferably quantitative AND qualitative) Statistics for the social sciences (basic and inferential) 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. |
| other admission requirements |
If the Board of Admissions doubts whether an applicant possesses content knowledge that matches our entry requirements, the Board of Admissions might request the applicant to submit an assignment and to hold a digital interview to discuss the submitted assignment. IMPORTANT: International students who need unconditional admission to apply for a scholarship need to apply to the programme at least 2 months previous to the scholarship application deadline. |
Then, please upload the following documents in The Progress Portal:
| Type of student | Deadline | Start course |
|---|---|---|
| Dutch students | 01 June 2024 | 01 September 2024 |
| 01 June 2025 | 01 September 2025 |
| Nationality | Year | Fee | Programme form |
|---|---|---|---|
| EU/EEA | 2024-2025 | € 1863 | part-time |
Practical information for:
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.
in all sectors of public and private education, as well as in public and private training.
for any level of education, from primary- to higher education.
Our research is conducted within the Groningen Institute for Educational Research (GION), which allows for smooth connections between the research we do and the courses we teach. This means that your research project (Master's thesis) will be supervised by active researchers in the field and that your project will be closely connected to a larger research initiative.
On the GION web pages you can also find examples of current research.
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.
The topics below are some examples of thesis topics:
Support of beginning teachers.
Student engagement in Chinese elementary schools.
Beginning teachers fulfillment of psychological needs and well-being.
Student engagement in learning modalities during the COVID-19 pandemic.
Addressing ethic-cultural diversity in Dutch classrooms.
Growth mindset for the environment.
Effect of a Virtual Reality on Classroom Management Strategies.
Effectiveness of career orientation and guidance activities in secondary education.
Differences in need-supportive teaching between students with and without special educational needs.
Culturally responsive teaching self-efficacy of teachers that educate newcomers in the Netherlands.
