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 part-time.
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. 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 on 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 educational scientist is needed.
| Semesters | ||||
|---|---|---|---|---|
| CoursesCourse Catalog > | 1a | 1b | 2a | 2b |
| Elective course, for example Educational and Organization and Management (5 EC, optional) This course discusses 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. |
||||
| *Methods and Techniques for Evaluation Research (5 EC) The course offers in-depth knowledge, insights and skills related to quantitative empirical research, with a special focus on (quasi) experimental evaluation research. | ||||
| 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. | ||||
| *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. | ||||
| 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. | ||||
| 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.
| Study programme | Organization | Transition |
|---|---|---|
| All Universities of applied sciences |
Via a pre-master with a maximum of
|
|
| Social Work | All Universities of applied sciences |
Via a pre-master More information:Here is the associated exit profile: Youth |
| Study programme | Organization | Transition |
|---|---|---|
| Pedagogical Sciences | University of Groningen | No additional requirements |
| Sociology | University of Groningen |
Additional requirements More information:The admissions committee assesses whether you are eligible. |
| Psychology (NL) | University of Groningen |
Additional requirements More information:The admissions committee assesses whether you are eligible. |
| Study programme | Organization | Transition |
|---|---|---|
| Academic training primary school teacher | All Research universities |
Additional requirements Additional requirements:
|
| 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; 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 | |
| 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. |
For the registration procedure please have a look at this page.
For more information about the tracks, please contact the study
advisor: studyadvice.peduc rug.nl.
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 OAS (the Online Application System). See the application procedure for some guidance in OAS
Then, please upload the following documents in OAS:
If you have any doubts about your application, please contact us at toelatingscommissie.pedok rug.nl
| Type of student | Deadline | Start course |
|---|---|---|
| Dutch students | 01 December 2024 | 01 February 2025 |
| 01 June 2025 | 01 September 2025 | |
| 01 December 2025 | 01 February 2026 | |
| EU/EEA students | 01 December 2024 | 01 February 2025 |
| 01 June 2025 | 01 September 2025 | |
| 01 December 2025 | 01 February 2026 | |
| non-EU/EEA students | 01 May 2025 | 01 September 2025 |
| 15 October 2025 | 01 February 2026 |
| 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; 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 | |
| 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 December 2024 | 01 February 2025 |
| 01 June 2025 | 01 September 2025 | |
| 01 December 2025 | 01 February 2026 | |
| EU/EEA students | 01 December 2024 | 01 February 2025 |
| 01 June 2025 | 01 September 2025 | |
| 01 December 2025 | 01 February 2026 | |
| non-EU/EEA students | 01 May 2025 | 01 September 2025 |
| 15 October 2025 | 01 February 2026 |
| Nationality | Year | Fee | Programme form |
|---|---|---|---|
| EU/EEA | 2024-2025 | € 2530 | full-time |
| non-EU/EEA | 2024-2025 | € 20800 | full-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
You gain a deep theoretical understanding of how learning works when interacting with other people, artefacts, and with yourself
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.
