Learning in Interaction

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?

Many processes in learning take place through interaction. It is the motor of learning and development, and therefore key to improving education. While we all recognize these interactions in learning, specific skills and knowledge are needed to drive insights and improvements in the educational field.

During this master, you will:

learn to take a scientific, evidence-based approach to better examine day-to-day interactions between students, their teachers and learning materials
zoom in on the complex processes through which we
- learn academic subjects
- develop cognitive and meta-cognitive skills and
- acquire social competencies
combine different theoretical perspectives and didactical problems
understand learning processes in context
examine the challenges that arise in optimizing learning environments to learners' needs.

Interested? Check out the information events or contact our study advisor.

You can also follow this programme full-time.

Facts & Figures

Degree: MSc in Educational Sciences
Course type: Master
Duration: 24 months (60 EC)
Croho code: 60099
Language of instruction: English
Start: September
Faculty: Behavioural and Social Sciences

Apply now

Why study this programme in Groningen?

solid, research-based insights into what works—and what doesn't—in learning and education
a deep theoretical understanding of how learning occurs—through interaction with others, with artefacts like books, apps, and virtual reality, and through self-reflection
working in small groups on your research project guided by a committed staff member
close collaboration with staff in their research project
the opportunity to apply your academic training in a hands-on internship, where you'll tackle a real-world challenge as an educational scientist.

Programme

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.

During the first year Courses cover diverse evidence-based perspectives on learning processes and key characteristics of learners and context. This will enable you to apply design principles for optimal learning environments.

	Semesters
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.
*Methods and Techniques for Evaluation research (5 EC, optional) 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) supports students' learning about qualitative research methods from theoretical, philosophical, and practical angles.
Educational Organization and Management (5 EC, optional) discussed how schools can be organized in such a way that the organizational structures, processes, and culture facilitate, support and monitor student and organizational learning. Both characteristics of effective schools and school improvement processes are discussed.
Student Diversity in the Inclusive Classroom (5 EC) 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.

The second year will consist of an internship and a research project.

In your research project (research proposal and thesis) you will work in small groups, guided by a staff member. Your research will be embedded in the research currently conducted by our researchers, so you can profit from our updated expertise and academic experience.
Connecting your academic training to practice is the focus of the internship. Here you will work within an organization (a school, university, publisher of educational materials, etc.) in trying to address a real issue where your expertise as an educational scientist is needed.

! The courses offered in the first year of this track are scheduled on Mondays and Wednesdays. Students are expected to be available on these two days.

	Semesters
CoursesCourse Catalog >	1a	1b	2a	2b
*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/(...)alog/course/PAMAOW02 / 10 EC internship see: https://ocasys.rug.nl/(...)alog/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.

Curriculum

Courses marked * are general courses

Study abroad

Study abroad is unaccommodated

Entry requirements

Admission requirements

Specific requirements	More information
previous education	UG Bachelor Pedagogical Sciences Bachelor's degree related to the Bachelor Pedagogical Sciences and the SPO pre-master diploma Pedagogiek en Onderwijswetenschappen. After assessment by the admissions committee: Academic Dutch bachelor's degree in a discipline within Pedagogical Sciences or Educational Sciences Another relevant academic bachelor's degree and demonstrable proficiency in the required basic knowledge. 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	Knowledge of general research methods (preferably both quantitative and qualitative) Skill in statistics for the social sciences (descriptive and inferential) Academic disciplinary knowledge of educational sciences, pedagogy and understanding of supporting disciplines such as psychology and sociology Experience in designing, conducting and reporting research within the education domain Experience in academic writing (e.g., bachelor's thesis) is desirable but not required.
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.

Transfer options

Transferring from...

All Universities of applied sciences

University of Groningen

All Research universities

Study programme	Organization	Transition
	All Universities of applied sciences	Via a pre-master with a maximum of 60 EC More information: 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.
Applied Psychology	All Universities of applied sciences	Via a pre-master with a maximum of 60 EC More information: See http://spo-groningen.nl/ for information about the pre-master Pedagogiek en Onderwijswetenschappen.
Educational Theory	All Universities of applied sciences	Via a pre-master with a maximum of 60 EC More information: Also: HKP, HPO en HSAO. 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 60 EC More information: With the Youth outflow profile. 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 60 EC More information: Also: Lerarenopleiding, alo, calo, International Teacher Education for Primary Schools. See http://spo-groningen.nl/ for information about the pre-master Pedagogiek en Onderwijswetenschappen.

Study programme	Organization	Transition
Sociology	University of Groningen	Additional requirements More information: The admissions committee will assess whether you are admissible with your previous education.
Psychologie (NL)	University of Groningen	Additional requirements More information: The admissions committee will assess whether you are admissible with your previous education.
Pedagogical Sciences	University of Groningen	No additional requirements

Study programme	Organization	Transition
Pedagogical Sciences	All Research universities	Additional requirements Additional requirements: (motivation-) letter More information: The admissions committee will assess whether you are admissible with your previous education.

Study programme

Organization

Transition

Pedagogical Sciences

All Research universities

Additional requirements

Additional requirements:

(motivation-) letter

More information:

The admissions committee will assess whether you are admissible with your previous education.

Registration procedure

If you have a UG bachelor's degree in Pedagogical Sciences:
> Find all the steps at Registration master's degree programme with a Dutch qualification .

All other students with a Dutch previous education:
> First apply for admission (form) with the admissions committee.
For questions about the admissions procedure, contact the committee via toelatingscommissie.pedok rug.nl

Other questions? Click the Contact button to find out who can best help you with your question.

Application deadlines

Type of student	Deadline	Start course
Dutch students	01 June 2026	01 September 2026
Dutch students	01 June 2027	01 September 2027
EU/EEA students	01 May 2026	01 September 2026
EU/EEA students	01 May 2027	01 September 2027
non-EU/EEA students	01 May 2026	01 September 2026
non-EU/EEA students	01 May 2027	01 September 2027

Admission requirements

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	Knowledge of general research methods (preferably both quantitative and qualitative) Skill in statistics for the social sciences (descriptive and inferential) Academic disciplinary knowledge of educational sciences, pedagogy and understanding of supporting disciplines such as psychology and sociology Experience in designing, conducting and reporting research within the education domain Experience in academic writing (e.g., bachelor's thesis) is desirable but not required.
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: TOEFL: Paper-based: 575 (speaking 55, writing 45), Computer-based: 237, Internet-based: 90 (speaking 22, writing 24) IELTS Academic: overall 6.5 (writing and speaking 6.5) Cambridge: Advanced (CAE) or Proficiency (CPE) with grade A, B, or C LanguageCert Academic: overall score 70 (min. 70 in Speaking and Writing) Pearson PTE Academic: overall score 66 (min. 58 in Speaking, 70 in Writing) Diploma from an English-language institution (minimum secondary level)
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.

Registration procedure

Students with a non-Dutch qualification:
> Apply for admission (via the Admissions Office)

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.

Application deadlines

Type of student	Deadline	Start course
Dutch students	01 June 2026	01 September 2026
Dutch students	01 June 2027	01 September 2027
EU/EEA students	01 May 2026	01 September 2026
EU/EEA students	01 May 2027	01 September 2027
non-EU/EEA students	01 May 2026	01 September 2026
non-EU/EEA students	01 May 2027	01 September 2027

Tuition fees

Nationality	Year	Fee	Programme form
EU/EEA	2025-2026	€ 1914	part-time
EU/EEA	2026-2027	€ 1984	part-time

Practical information for:

Dutch students International students

After your studies

Job prospects

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 analyzing learning processes and improving learning experiences. With your expertise in learning and interaction, you'll 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.

Job examples

Educational consultant

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.
Instructional designer

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.
Learning & Development Specialist

Designing and implementing training programs in companies and organizations.
Teacher Trainer or Coach

Supporting educators in improving teaching methods and student engagement for any level of education, from primary- to higher education.
Academic or applied researcher

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.
PhD student

at a university
Teacher Trainer or Coach

Supporting educators in improving teaching methods and student engagement for any level of education, from primary- to higher education.

Research

Thesis project

Your master’s thesis projects will be supervised by researchers active in the field: your project will be closely connected to a larger research initiative.

Some examples of thesis topics:

Support of beginning teachers
Beginning teacher's fulfilment of psychological needs and well-being
Addressing ethnic-cultural diversity in Dutch classrooms
Effect of a Virtual Reality on Classroom Management Strategies
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
Critical thinking in education: State of the art and practical approaches
Self-regulated learning and responsibilities for learning in higher education

Research

Our research is conducted within the Groningen Institute for Educational Research (GION). Relevant current research is categorised under the theme Learner, teacher and instruction (web pages in Dutch). Projects in this theme:

‘Assessment of collaborative learning/group work in higher education researches’ researches how to effectively assess collaborative learning in higher education, considering current practices, challenges faced by instructors, and available tools, while balancing individual accountability and teamwork.

‘The effects of different variants of feedback on learning to read and understand philosophical texts’ seeks to improve the difficulty many vwo students have in reading and understanding philosophical texts by designing an online programme and evaluating its effectiveness through experimental research.

‘The development of self-regulated learning among secondary vocational (vmbo) students’ maps the self-regulation development of vmbo students, providing insights for teachers and curriculum improvement to better prepare students for vocational education where self-regulation is key.

‘Everyone at work! Classroom engagement as a collective process’ is a literature review of collective engagement in secondary classrooms, examining its definition, mechanisms of change, and the teacher's role in regulating collective involvement processes.

Emerging talent in learning communities: the role of students explores how, when, and under what conditions ‘talent moments’ emerge in higher education learning communities, aiming to help educators foster interactions that support students' talent development.

Order in the Virtual Reality preschool classroom uses an interactive VR preschool classroom to help prospective teachers practice and refine classroom management strategies, bridging the gap between theory and practice in a safe, immersive environment.

Professionalizing Online/Blended/Hybrid Education searches for new insights into how to professionalise teachers in online/blended/hybrid education, exploring course design, student impact, and effective innovations to support university and higher education in Groningen and beyond.

Staff members

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.

Apply now Brochure Events Contact

Dutch diploma International diploma

13Mar

Master's Open Daydiverse locatiesMore information

More events

Contact

Admissions Office Bss (for students with a non-Dutch diploma)
Email: admission rug.nl
Study Advisor Educational Sciences (information about the programme, enrollment and more)
Email: studyadvice.peduc rug.nl
Dr. Mayra Mascareño (staff member)
Email: m.n.mascareno.lara rug.nl
Telephone: +31 (0)50 363 6912

You gain a deep theoretical understanding of how learning works when interacting with other people, artefacts, and with yourself
– docent Danny Kostons

‘Up till the fourth year of pre-university (VWO), I was a good student who scored eights and nines. Then the ‘second phase’ (transl.: the last two years of HAVO and the three last years of VWO) was introduced, and along with it the so-called study house (Dutch: studiehuis). The idea was that this would make students learn in a self-regulated way, but as a result, my marks for the science subjects went into a free fall and I passed by the skin of my teeth. My degree in Technical Computer Science ended up being a failure because I had never learned how to learn. That made me so cross. You cannot throw people into the deep end just like that. Before you are able to manage your own learning process, you have to be properly skilled.

There are all kinds of persistent beliefs about learning, for instance that there are different learning styles. In this Master’s track, you will gain sound science-based knowledge about what does and does not work. We focus on all micro-processes inside and outside the classroom. Students gain a deep theoretical understanding of how learning works in interaction with other people, with artefacts such as books, apps and virtual reality, and in interaction with themselves. I teach Reflection in & on learning: how can individual students self-manage after their studies towards professionalization and lifelong learning?
Our students often end up in international settings. They develop educational materials, apps, virtual reality environments. My tip: look at what kind of research projects there have been within our track over the past two years. That will give you a good idea of what you will likely be working on soon.’

Study associations

ODIOM

As a student of the programmes Pedagogical Sciences, Educational Sciences, the AOLB and the Switching Programme of Pedagogy (SPO), you can become a member of ODIOM, the friendly and active study association.

As a member, you benefit from discounts on all required textbooks and receive the newsletter every two weeks. ODIOM has over 800 members and organises a wide range of educational, sporting and social activities every year, such as guest lectures, excursions to pedagogical and educational institutions, the introduction camp for first-year students, trips abroad, get-togethers and parties.

https://www.odiom.nl/

Student profile

You

are an educational professional
are interested in the analysis and improvement of practices aimed at the promotion of student learning
would like to update your academic knowledge and academic and professional skills

Study support

In the programmes of Pedagogical and Educational Sciences, there is a strong focus on study advice. There are several study advisors are available. You can contact them as a prospective student, current student, or former student of programmes within the Faculty of Behavioural and Social Sciences.

Study advisors can assist you with questions regarding:
• the content of the programme
• planning and organising your studies
• choices during your study
• registrations
• programme regulations
• taking courses outside your programme
• studying abroad

They are also available for personal support.
Don't hesitate to get in touch or make an appointment with one of the study advisors.

For brief questions, please email: studieadvies.pedok rug.nl
You can make an appointment via the online scheduling system: https://fbss.as.me/schedule/9de94536 ,
or by phone through the Student Service Desk: +31 50 3636301

Learning in Interaction

Why study this programme in Groningen?

Programme

Curriculum

Study abroad

Entry requirements

Admission requirements

Transfer options

Registration procedure

Application deadlines

Admission requirements

Registration procedure

Application deadlines

Tuition fees

After your studies

Job prospects

Job examples

Research

Thesis project

Research

Staff members

Contact

Study associations

ODIOM

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