research topics in education for m phil

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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King's College London

Education research mphil/phd, key information.

The School of Education, Communication & Society welcomes applications for the PhD in Education Research.  The MPhil/PhD programme offers the chance to undertake a piece of research that is worthy of publication and which makes an original contribution to your field of study. It was ranked 1st in London for research quality the Education Unit of Assessment in the latest Research Excellence Framework (REF).

We are looking for outstanding candidates to join a supportive and dynamic research community.

Students are supervised by staff in one or more of our three Research Centres:

Centre for Research in Education in Science, Technology, Engineering and Mathematics

Centre for Public Policy Research

Centre for Language Discourse and Communication

In addition to its world-leading academic contributions, the School has a proud history of contributing to public policy debates and the concerns of professional communities of practice across multiple sectors, both nationally and internationally. We provide programmes of study that lead doctoral students to the cutting edge of knowledge, and help education professionals critically analyse, research and effectively respond to changes in thinking and policy in their fields.

We recommend that prospective students read through the Research Centre webpages to find their preferred area of research and potential supervisor.

Course Detail

The School provides extensive research training and supervision on a range of themes including: curriculum, pedagogy and assessment; education management; school improvement; higher education; student & teacher identities; informal & workplace learning; inequality and social justice; the nature of professional expertise; the intellectual, emotional, social and spiritual aspects of personal experience and professional development; and the evolving practices and policy contexts of professional work.

There is a particular emphasis on rigorous interdisciplinary and critical perspectives with staff and students working in and across a range of disciplines.

We also run MPhil and PhD programmes in Interdisciplinary Policy Studies and Language, Discourse & Communication. We are home to a range of research projects, funded by research councils (ESRC and AHRC) and major charities (e.g. Wellcome, Leverhulme and Nuffield).

Information is current, but staff members can change .

Head of group/division

Professor Lulu Healy

• How to apply
• Fees or Funding

UK Tuition Fees 2023/24

Full time tuition fees: £6,540 per year

Part time tuition fees: £3,270 per year

International Tuition Fees 2023/24

Full time tuition fees: £24,360 per year

Part time tuition fees: £12,180 per year

UK Tuition Fees 2024/25

Full time tuition fees: £6,936 per year

Part time tuition fees: £3,468 per year

International Tuition Fees 2024/25

Full time tuition fees: £26,070 per year

Part time tuition fees: £13,035 per year

These tuition fees may be subject to additional increases in subsequent years of study, in line with King's terms and conditions.

• Study environment

Base campus

Waterloo Campus

Waterloo campus is home of the Florence Nightingale Faculty of Nursing & Midwifery and facilities for other faculties

Study Environment

The School is located on the Waterloo Campus right in the heart of London, next to London's South Bank Centre which includes the British Film Institute (BFI), Hayward Gallery, and the National Theatre. The Waterloo campus is home to the Franklin Wilkins library, with the Strand campus and the Maughan Library only a short walk away across the river.

The School offers a supportive, lively and outward-looking intellectual environment. There are plenty of opportunities for informal interaction and designated study rooms for doctoral students.

As part of a large multi-faculty institution, students also have the opportunity to build close ties across the College, as well as active cross-institutional links.

Postgraduate Training

Our extensive research training for MPhil/PhD students consists of an initial foundation programme which covers different approaches in the social sciences. It gives you a firm grounding in key social science theories and methodologies and invites students to grapple with experimental and innovative epistemologies.

You will be allocated two supervisors who will work with you throughout your studies. Students will also join one of our three research groups ( Centre for Language, Discourse and Communication ; Centre for Public Policy Research ; Centre for Research in Education in Science, Technology, Engineering and Mathematic s), all of which run a full programme of subject-specialist seminars. Many of these sessions are constructed around students' own research problems, and all of them provide extensive opportunities for students to learn from one another.

Students are also encouraged to participate in the training provided by the College's Centre for Doctoral Studies and the London Interdisciplinary Social Sciences Training Partnership (LISS-DTP) supported by the UK’s Economic and Social Research Council.

Student Destinations

The course provides a good grounding for an academic career, as well as personal enrichment and career enhancement opportunities for those already working in, or interested in moving into, education-related roles within the formal and informal learning sectors, local and central government, research and policy organisations, educational charities and NGOs.

• Entry requirements

Find a supervisor

Search through a list of available supervisors.

For more information regarding our courses please contact us using the details below

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Discover your accommodation options and explore our residences.

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Quantitative methods, master of philosophy in education (m.phil.ed.), you are here, work with world-class mentors to master education research and assessment techniques to improve policy and practice. .

The Quantitative Methods master's program is designed for professionals who have already earned a relevant master's degree and wish to advance their mastery of scale development and assessment, design of randomized field trials and experiments, multivariate statistical analysis, and the production of high-quality evidence for decision-making in public and organizational policy. Emphasis is placed on mentored research.

What Sets Us Apart

About the program.

The principles and  foundations learned in this program  prepare students with tangible  skills and methods needed to perform  analysis and research all over the world. Additionally, this program offers excellent preparation for doctoral studies. 

Fall: 3-4 courses; Spring: 3-4 courses; Fall: 3-4 courses; Spring: 3-4 courses

Culminating experience A comprehensive examination

Graduates of the Quantitative Methods program are prepared to...

• Design, apply, and interpret measures of attitude, behavior, and other phenomena related to social science and education;
• Validate, scale, and equate such measures;
• Plan and conduct controlled field experiments;
• Apply and interpret advanced univariate and multivariate statistics;
• Evaluate programs and policies through quantitative studies; and 
• Disseminate and interpret results for understanding and policy development.

The curriculum integrates research methods with policy content. In addition to developing expertise in advanced methods of research, students are required to take distribution courses in fields such as early childhood, reading, science education, education in developed and developing countries, and dropout and risk prevention. 

For information on courses and requirements, visit the  Quantitative Methods M.Phil.Ed. program in the University Catalog .

Our Faculty

Affiliated Faculty

Eric T. Bradlow K.P. Chao Professor, The Wharton School Ph.D., Harvard University

Timothy Victor   Adjunct Associate Professor, Penn GSE 

Our Graduates

Alumni of the M.Phil.Ed. in Quantitative Methods program pursue careers in research and evaluation at state, federal, and international government agencies, as well as in school districts, for-profit or not-for-profit research firms, and NGOs.

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Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

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Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Center on Standards, Alignment, Instruction, and Learning

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.

Consortium For Policy Research In Education

The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

You May Be Interested In

Related programs.

• Statistics, Measurement, Assessment, and Research Technology M.S.Ed.
• Quantitative Methods Ph.D.
• Education Policy Ph.D.
• Higher Education M.S.Ed. 
• Education, Culture, and Society M.S.Ed.

Related Topics

Education, Practice and Society MPhil/PhD

London, Bloomsbury

IOE, UCL's Faculty of Education and Society offers world-leading doctoral programmes in education and related social sciences. Our MPhil/PhD students undertake research projects, working closely with their supervisors to develop each stage of their research, and undertake a tailored programme of training courses and activities. This programme is available to study both face-to-face and online.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

• Entry requirements

The normal minimum requirement is a Master’s degree from a UK university in a subject appropriate to the programme to be followed, or a qualification of equivalent standard appropriate to the programme to be followed awarded by a university (or educational institution of university rank) outside the UK. The majority of our successful applicants hold a Merit at Master’s level, and may have additional relevant experience.

The English language level for this programme is: Level 4

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The Department of Education, Practice and Society has a range of innovative, research-active staff able to supervise post-graduate research in the following areas: international development; sociology of education; history of education; philosophy of education; higher education; comparative education; post-14 education.

We also have a number of research centres including the Centre for Global Youth; Centre for Research on Learning and Life Chances (LLAKES); Philosophy at the Institute; the Centre for the Sociology of Education and Equity; the Centre for Education and International Development (CEID); the Centre for Higher Education Studies (CHES); the Centre for Post-14 Education and Work; the International Centre for Historical Research in Education (ICHRE); and jointly the Centre for Engineering Education.

Who this course is for

The MPhil/PhD is for applicants with a strong interest in an aspect of educational and social research, which may be understood broadly across the life course, in relation to other subject areas and wider social, economic, political and cultural changes. You should normally have completed an MA to merit level and want to develop a specific area of research. You may have a background in education or a cognate area of study. It is suitable for both recent graduates and those progressed in a career.

What this course will give you

IOE is a world-leading centre for research in education and related social science. We host the UK's largest doctoral cohort in these areas. In the QS World University Rankings by Subject (2023), the institute was ranked first for education for the tenth year running, ahead of Harvard, Stanford, Oxford and Cambridge. In the UK's recent Research Excellence Framework (2021), we were ranked first for research strength and research power in Education, according to the Elsevier REF 2021 Results Analysis Tool. We attract extensive research funding each year and host many prestigious research centres and projects.

Doctoral students at IOE have access to the wider UCL community as well as the education cluster constituting the UBEL Doctoral Training Partnership . The Institute's programme has been designed to provide comprehensive and broadly based research training and to meet the requirements of the Economic and Social Research Council (ESRC), the Arts and Humanities Research Council (AHRC) and the UK Researcher Development Framework.

Students work closely with their supervisor(s) to develop each stage of research; supervisors also help put together a programme of additional courses and activities to support progress towards completion of the final thesis. 

Doctoral students at the Department of Education, Practice and Society can participate in the department's Research Students Seminar Group which further enriches learning.

The foundation of your career

Students gain experience of planning and implementing research methodologies, academic writing and presentation, management of their own research projects, and engagement with a wide range of researchers, practitioners, policymakers, and other groups relevant to their chosen topic.

The research training at IOE and in the rest of UCL has been excellent. I began this process knowing very little about how to conduct primary research, and I feel this is something that I’ve really been supported in developing. Jonathan James Education, Practice and Society MPhil/PhD Q&A with Jonathan James

Employability

Department of Education, Practice and Society doctoral graduates progress to careers in education, university teaching, educational research, and policy and curriculum development. They can be found in almost every occupational field, and there are a wide variety of career paths.

The Department of Education, Practice and Society pioneers research collaborations with external partners to diversify the contribution that educational research can make academically, professionally and practically for individuals and communities. We also strive to provide solutions to current and emerging pressure points in societies, such as economic change and social injustice, by creating networks and partnerships to support knowledge transfer between education, work and communities.

Teaching and learning

In addition to UCL's Doctoral Skills Development Programme, IOE's Centre for Doctoral Education provides a comprehensive Research Training Programme.

The Core Course aims to meets the needs of early stage doctoral students.

There is a wide range of introductory, advanced methods, advanced theoretical, and generic academic skills courses, as well as student-led workshops and reading groups.

The Doctor of Philosophy (PhD) consists of a piece of supervised research, normally undertaken over a period of three years full-time or five years part-time. Assessment is by means of a thesis, which should demonstrate your capacity to pursue original research based upon a good understanding of the research techniques and concepts appropriate to the discipline. It must also represent a distinct and significant contribution to the subject, whether through the discovery of new knowledge, the connection of previously unrelated facts, the development of new theory, or the revision of older views. It should reflect the exercise of critical judgement with regard to both your own work and that of other scholars in the field.

For those who decide not to pursue the full PhD, or are unable to do so, the degree of Master of Philosophy (MPhil) consists of a piece of supervised research, normally undertaken over a period of three years full-time or five years part-time. Assessment is by means of a thesis, which should represent a contribution to the subject, either through a record of your original work or a critical and ordered exposition of existing knowledge.

You must ensure you have adequate time to devote to this research, at least six hours a day (2-3 days a week part time).

Research areas and structure

There is a wide range of expertise including:

• Comparative Education, including Education Policy Borrowing
• Education, Democracy and Diversity : citizenship education; civic participation; social cohesion; nation building; civic and ethnic identities
• Education and Wellbeing : health; sexual identity; education psychology; behaviour and disaffection; learning, studying and homework
• Further Education, Post-14 Education, and Post-Compulsory Education
• Global Youth
• Higher Education (HE) : academic and professional identities; national, global and international HE; management, governance and leadership
• Sociology of Education : education policy; gender, ‘race’, and social class; migration, refugees and marginalisation; social justice; human rights
• History of Education : cultural, social and economic history of education and learning; universities; adult, popular and informal education; historiography and methodology
• International Development : economics, education, and education planning; education in developing countries
• Lifelong Learning, and Adult Learning, Literacy and Numeracy
• Philosophy of Education : disability ethics; personhood; theories of mind; theories of justice
• Post-Conflict / Peacebuilding Education
• Professional Development, Vocational Education, and Workplace Learning

Research environment

As a research student in the Department of Education, Practice and Society a wide range of research seminars will be available to you. Each of the research centres in the Department run regular seminars which further enriches learning.

Since October 2014, we have also - in addition to the campus-based mode - offered the option to study online in a distance-learning mode. Choosing the distance-learning mode means that there are no residency requirements and it is not necessary to attend during doctoral study, the viva examination take place in-person at UCL or online. However, you are welcome to visit and use campus facilities including the library, attend seminars etc. In the first year of full-time study (and first two years of part-time study), distance learners take a series of compulsory research methods modules that are studied online. This typically involves provision of materials (articles, eBooks, videos etc.), forums to facilitate discussion of various tasks, and synchronous sessions to discuss the activities. Alongside these you will work with your supervisors on your research (e.g., using Teams/Zoom and email). In addition, there are other resources and training opportunities to support distance-learning students, e.g., sessions to develop generic skills.

The length of registration for the research degree programmes is 3 years for full-time.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva 9-18 months after initial registration.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. A mandatory core course is provided that aims to meet the needs of early-stage doctoral students. There is also a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

Full-time MPhil/PhD students are required to fulfil minimum 20 'points' of training activity in their first year, and are encouraged to fulfil the same in their subsequent years of study. This training can be selected from the UCL Doctoral Skills Development Programme, IOE faculty's Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. Each point is worth approximately a half-day of face-to-face training, or an online equivalent. Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status towards the end of your first year of study if full-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Processes aimed at assisting you during your course of study include the Research Student Log (an online project management tool), and periodic reviews of students' progress.

Upon successful completion of your approved period of registration you may, if necessary, register as a completing research status (CRS) student while you finish writing your thesis.

The length of registration for the research degree programmes is 5 years for part-time.

Part-time students are required to fulfil minimum 12 'points' of training activity in each year of study. This training can be selected from the UCL Doctoral Skills Development Programme, IOE faculty's Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. Each point is worth approximately a half-day of face-to-face training, or an online equivalent. Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status at around 18 months if part-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their thesis.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding webpage: https://www.ucl.ac.uk/scholarships/funding-students-postgraduate-research-courses

UCL's Research Excellence Scholarships (RES) are available annually to prospective and existing UCL research students from any country: https://www.ucl.ac.uk/scholarships/research-excellence-scholarship . The UCL, Bloomsbury and East London Doctoral Training Partnership offers studentships annually. More information is found here: https://ubel-dtp.ac.uk/

UBEL, RES and other funding programmes are not available to online and non-resident students.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

After choosing a programme to apply for, you should develop a research proposal and identify a potential supervisor. For more information, visit our website to find a supervisor and get in touch with departmental graduate tutors.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Education, Practice and Society

[email protected]

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MPhil in Education (Mathematics Education)

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Course closed:

Education (Mathematics Education) is no longer accepting new applications.

The Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals who continue in their full-time posts while taking the course part-time

The Mathematics Education route develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

• through taught sessions in mathematics education;
• through work on course assignments under the supervision of a member of the teaching team; and
• through participation in seminars led by students on the route and in project workshops.

The course introduces students to research skills and specialist knowledge. Its main aims are to:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;
• provide training in research methods appropriate to education;
• advance students’ capacity for professional reflection and judgment;
• cater for a range of specialists interested within the field of education or one of its constituent disciplines.

Learning Outcomes

By the end of the course, students will have:

• a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
• demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
• shown abilities in the critical evaluation of current research and research techniques and methodologies;
• demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Continuation to the PhD from Masters programmes within the Faculty of Education is not automatic, and students wishing to do so must submit a PhD application by the usual deadline.

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Key Information

24 months part-time, study mode : taught, master of philosophy, faculty of education, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2024 (closed).

Some courses can close early. See the Deadlines page for guidance on when to apply.

Funding Deadlines

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

Similar Courses

• Education (Mathematics Education) PGCE entry only MEd
• Master of Education (Mathematics Education) PACES entry only MEd
• Mathematics (Applied Mathematics) MASt
• Master of Education (Primary Education) PACES entry only MEd
• Education (Primary Education) MPhil

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International

Mphil/phd education, course information.

Educational Studies

3-4 years full-time or 4-6 years part-time

Course overview

We are committed to developing our postgraduate students into competent and critical educational researchers able to conduct rigorous and socially impactful research using a variety of methodological approaches.

The Department of Educational Studies at Goldsmiths is recognised nationally and internationally for its innovative, original, and publicly relevant education research. We encourage research proposals in any of the areas in which the Department has expertise, subject to supervisor availability.

We are particularly interested to hear from those who would like to work within areas such as:

• art practice and learning
• children’s literature and education
• curriculum policy and practice
• social justice and education
• race, politics, and education
• progressive pedagogies
• multilingualism
• global education
• education governance
• education policy
• early years education
• comparative education
• educational research ethics as situated practice

The Department of Educational Studies  has about forty home and international research students. Many of our research students are also practising professionals carrying out research related to their work. Students study either full-time or part-time.

Students become members of the Department’s Research Centres  and they're encouraged to contribute along with staff and other visiting scholars to their seminar series and to the Department’s rich research culture. Additional facilities for research students are provided by the  Goldsmiths Graduate School .

The Department of Educational Studies also participates in two prestigious Doctoral Training Partnerships (please see the Funding section below).

Have a look at our student profiles and their research topics .

Contact the department

If you have specific questions about the degree, contact Dr Vally Lytra .

Programme aims

To help you:

• Identify appropriate issues of educational significance for your enquiry
• Select appropriate methods and methodologies by which to investigate these
• Appreciate the epistemological and technical assumptions that underpin this choice
• Design and execute a well-founded enquiry
• Analyse and interpret findings with accuracy, rigour, and originality
• Identify the practical and professional implications of educational enquiry
• Pursue doctoral training and development and achieve socially impactful research
• Build connections with postgraduate alumni working in HE as well as in a range of employment sectors

We ensure that you’re supported by highly qualified supervisors who you work with to a mutually agreed timetable and maintain regular tutorial contact throughout your research. An induction and research training programme is provided and you’re normally expected to follow this. There is an annual appraisal of your progress, and every effort is made to ensure good communication between yourself, your supervisors, and other relevant members of staff.

You’ll join a vibrant research community with many opportunities to lead and engage in work-in-progress seminars, research clusters, the annual postgraduate conference, create your own research communities, and get support for writing for publication.

You’ll have additional support from the  Graduate School , where there’s a lively programme of interdisciplinary seminars, as well as core research training to support your studies. The Graduate School also has its own virtual research community, running in parallel to the physical School and providing online seminars and research training programmes.

All MPhil and PhD students and academic staff are invited to research seminars run by the Department’s three Research Centres: the  Centre for Language, Culture and Learning (CLCL), the  Centre for the Arts and Learning and the Centre for Identities and Social Justice . In addition to academics from inside and outside the University, research students also have an opportunity to contribute to seminars on work in progress.

In addition to the facilities available in the Graduate School, the Department has good facilities for research students including a study room.

Thesis and viva voce.

What our students say

Klaudia matasovska.

My PhD supervisors are well-established experts in their field and very supportive, and they have guided me on my PhD journey very effectively.

My research topic

Having enjoyed my MA Education: Culture, Language and Identity at Goldsmiths, I began my PhD in 2021. My research is about LGBT+ inclusion of pupils with special educational needs and disabilities (SEND). As a former SEN teacher, I realise the importance of addressing LGBT+ inclusion in the context of classrooms with pupils with SEND. I am looking at the challenges and barriers for educators and school leaders in charge of implementing effective steps to address inclusion in SEN school settings. You can learn more about my research activities on my website .

Choosing the doctoral programme

My good relationships with members of the Department of Educational Studies , which started to be built during my MA studies, naturally inspired me to do my PhD at Goldsmiths. My PhD supervisors are well-established experts in their field and very supportive, and they have guided me on my PhD journey very effectively. Furthermore, the department has also supported me financially via a bursary . This has been very helpful to me as a full-time student. I have also been very supported by my PhD programme convenor who is a very experienced scholar.

My time at Goldsmiths

I really embrace having the opportunity to practise my presentation skills via the Work in Progress seminars, and also the PGR (postgraduate research) conferences for us PhD students where we can present our research to the university community. This enhances our confidence when it comes to public speaking, which is an important skill to have for any academic. In addition to this, we are always encouraged to engage in critical thinking and in meaningful discussions related to education.

Advice for future students

I would encourage students to network with others in the academic community as much as possible. This is good for enhancing your skills as a scholar, as well as for gaining opportunities to collaborate with others and learn from more experienced academics.

South East London experience

I like studying in South East London because of its vibrant diverse character and the lovely academic community that is part of this area.

Jessica Boyd

I chose the Education doctoral programme because I was aware of the forward-thinking, innovative and social justice focus that the university had.

My research topic

I work in initial teacher training and my research topic looks at Culturally Relevant Pedagogy. This study aims to understand the ways in which teachers in England take into account the cultural identity of their students in their planning and teaching.

I chose the Education doctoral programme because I was aware of the forward-thinking, innovative and social justice focus that the university had and I could see that my research ideas would complement the work that the Education department were already focused on.

I enjoy discussing research critically with my supervisors. No two conversations are the same and I always come away from discussions feeling both challenged and valued.

Do it! Goldsmiths is so forward-thinking and has impact at the heart of all of the various activities. You naturally meet so many different types of people at university and it's a great way to discover more about yourself and those around you.

Goldsmiths is also located in such a vibrant area of London, you'll never run out of interesting things to do.

Sam Holdstock

The relationships I had built with members of the Education faculty during my MA made Goldsmiths' doctoral programme the natural choice.

Having greatly enjoyed my MA in Creative Writing and Education at Goldsmiths, I began my PhD in 2019. My research explores the role that Interactive Fiction might be able to play in the secondary school English classroom, with a particular focus on classroom talk and dialogue. However, I am also exploring the role of the teacher-writer, and some of the experimental works I have developed for use in the classroom can be found on my website .

The relationships I had built with members of the Education faculty during my MA made Goldsmiths' doctoral programme the natural choice. My PhD supervisors are knowledgeable, inspirational and supportive, and they have helped me to refine and develop my thinking a great deal. Moreover, the Department of Educational Studies has also supported me financially by means of a bursary. This has been enormously helpful, and I have felt well-supported throughout my PhD so far.

I particularly enjoy the opportunities for discussion that the programme offers. The Work in Progress seminars, Saturday school series and supervision sessions I have attended have been hugely stimulating. It is always interesting to hear about the research of my peers and to discuss all things Education with a group of like-minded, critical and curious individuals.

I would encourage students to embrace and explore the range of opportunities and expertise that are available - you never know where the next exciting, inspiring or interesting idea will come from.

I am enjoying studying in South East London because it is near where I live and work; I feel close to the academic community I have joined, and this community does not feel detached from the rest of my life.

Entry requirements

You should normally have (or expect to be awarded) a taught Masters in a relevant subject area. 

You might also be considered for some programmes if you aren’t a graduate or your degree is in an unrelated field, but have relevant experience and can show that you have the ability to work at postgraduate level.

International qualifications

We accept a wide range of international qualifications. Find out more about the qualifications we accept from around the world.

If English isn’t your first language, you will need an IELTS score (or equivalent English language qualification ) of 6.5 with a 6.5 in writing and no element lower than 6.0 to study this programme. If you need assistance with your English language, we offer a range of courses that can help prepare you for postgraduate-level study .

Fees, funding & scholarships

Annual tuition fees.

These are the fees for students starting their programme in the 2024/2025 academic year.

• Home - full-time: £4786
• Home - part-time: £2393
• International - full-time: £TBC

If your fees are not listed here, please check our postgraduate fees guidance or contact the Fees Office , who can also advise you about how to pay your fees.

It’s not currently possible for international students to study part-time under a student visa. If you think you might be eligible to study part-time while being on another visa type, please contact our Admissions Team for more information.

If you are looking to pay your fees please see our guide to making a payment .

Additional costs

In addition to your tuition fees, you'll be responsible for any additional costs associated with your course, such as buying stationery and paying for photocopying. You can find out more about what you need to budget for on our study costs page .

There may also be specific additional costs associated with your programme. This can include things like paying for field trips or specialist materials for your assignments.

Funding opportunities

Find out more about postgraduate fees and explore funding opportunities . If you're applying for funding, you may be subject to an application deadline.

ESRC/SeNSS studentships

Fully-funded ESRC studentships are available via the South-East Network for Social Sciences (SeNSS) Doctoral Training Partnership (DTP), a consortium formed of 10 leading UK Universities, all of which are engaged in cutting-edge social science research and training.

A number of past and current students on this programme have been awarded SeNSS studentships.

For information about ESRC/SeNSS funding please, visit the ESRC studentships section .

AHRC/CHASE studentships

Fully-funded AHRC studentships are available via the Consortium for the Humanities and the Arts South-East England (CHASE) Doctoral Training Partnership (DTP), a consortium of nine leading UK institutions offering additional professional development opportunities including the enhancement of media skills and placements overseas or with arts organisations.

For information about AHRC/CHASE funding please, visit the AHRC studentships section .

How to apply

You apply directly to Goldsmiths using our online application system. 

Before submitting your application you'll need to have: 

• Details of  your education history , including the dates of all exams/assessments
• The  email address of your referee  who we can request a reference from, or alternatively an electronic copy of your academic reference
• Contact details of a second referee
• A  personal statement  – this can either be uploaded as a Word Document or PDF, or completed online

           Please see our guidance on writing a postgraduate statement

• An electronic copy of your educational transcript (this is particularly important if you have studied outside of the UK)
• Details of your  research proposal  (please also see below guidelines)

You'll be able to save your progress at any point and return to your application by logging in using your username/email and password.

Before you apply for a research programme, we advise you to have a look at the staff research interests to see if Educational Studies is the right department for you and whether a member of staff matches your research interests.

The University of London requires that students have two supervisors. Nominating supervisors in your application indicates that you have a good grasp of your research and helps us to direct your application to appropriate members of staff and in determining a good match between your research and the Department.

You should not contact supervisors directly . The Director of Postgraduate Research will contact supervisors after receipt of your application.

Guidelines for writing a research proposal

A good research proposal is required if you are interested in studying at MPhil or PhD level at Goldsmiths. It should indicate the topic that you are interested in and your experience and understanding of the area. The proposal forms a basis for discussion if you are interviewed and is important in helping us decide the supervisory support needed.

Whatever topic that you choose to research there will be a considerable investment of time and energy on your behalf. In view of this you need to consider carefully what you want to find out, whether the work is important to you and will sustain your interest and commitment over a number of years.  Please also refer to  our information on writing a research proposal.

The proposal should be between 1,500 and 2,000 words long. Although the exact form may vary according to what you intend to do, you should aim to include the following:

• Title This may only be a working title but it should clearly indicate the field of study and your research focus within it.
• Introduction This should outline the general field of study and why you regard researching a particular aspect of this to be important. It is helpful to indicate how your own experience has led you to the particular research questions that you are asking and why you think you are in a good position to carry out the research.
• Main research questions State clearly what you aim to find out. Try to make your research questions sufficiently focused so that they can be adequately addressed within the time and the resources that you have available.
• Reviewing the literature You need to show that you are aware of the main debates and issues relevant to your study. Key contributions in the literature should be cited and commented upon and the links with the work that you intend to do must be made explicit. Try to make clear what is already known in the immediate area and indicate how your work will add something new and distinctive to what already exists.
• Methodology You are asked to provide a brief overview of your intended research approach. For example, empirical research may draw on observation, interviews or document analysis that can be described qualitatively or quantitatively. Whichever approach you use it must be clear how any data or practice will help you answer your main research question. You need to show that you are aware of the different methods and analyses that you could use and provide a brief rationale for those most suited to your research. Indicate details such as where you will carry out your work, others who may be involved, over what period of time, and whether you will be able to obtain permissions or access needed.
• Ethical issues   Briefly indicate any particular considerations that might arise regarding issues such as protecting your participants from harm, and respecting their autonomy and privacy. 

When to apply  

We accept applications from October for students wanting to start the following January or September.

Students on this programme are eligible for SeNSS and CHASE funding. If you wish to be considered for SeNSS/CHASE funding, you need first to apply to the Department for a place on the MPhil/PhD in Education and have been offered a place on the programme by 5pm on Friday 2 December 2022.

Selection process 

Once you have submitted your application, it goes to Goldsmiths central admissions department and is subsequently sent out to the Department of Educational Studies for a first-pass review.

Successful candidates are invited to a remote interview. Unfortunately, due to the number of applications we receive, we are not able to offer feedback on unsuccessful applications. 

If you have specific questions about the application process, contact Dr Vally Lytra, Director of Postgraduate Research, v.lytra(@gold.ac.uk) .

Find out more about applying .

Find out about the staff in the Department of Educational Studies and their research interests .

http://www.gold.ac.uk/educational-studies/research/  

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Study Postgraduate

Mphil/phd in education (2024 entry).

Course code

30 September 2024

3 years full-time; 5 years part-time

Qualification

Education Studies

University of Warwick

Find out more about our MPhil/PhD in Education.

Education Studies at Warwick includes three overarching strands: Learning, Society and Cultures. These strands group academics with a shared interest in educational research and scholarship, providing a space for meaningful and multi-disciplinary collaborations across the Department and beyond. The Department’s ethos is that educational research and scholarship exist to find solutions to questions of ‘what works’ in terms of policy and practice, but also to problematise existing policy and practice by posing new questions about the purposes and the future of education, in the UK and globally. The University of Warwick's Doctorate in Education welcomes world-class applicants with a commitment to educational research and challenge. The Department of Education Studies was ranked 6th in the UK for Education ( The Times/Sunday Times Good University Guide 2022 ).

Course overview

The PhD is designed as a programme combining advanced research methods training and individual, supervised research, leading to an 80,000 word thesis. The thesis is expected to be a substantial original contribution to knowledge and, in principle, to have the potential to be developed into peer-reviewed publication.

Teaching and learning

The PhD programme has an Advanced Research Methods training element that is compulsory, and all students complete an Upgrade examination (a written portfolio and oral examination) in order to progress from MPhil to PhD. The research methods training takes place via online mode on Saturday mornings spread out over the first year. Students work with their supervisors on their independent projects throughout the course. We have research student work rooms within the department with desktop computers available.

Specific departmental guidance is available on preparing applications to the Department of Education Studies and on Preparing a Research Proposal .

What does it mean to study and research Education?

Education provides us with an essential foundation for a fulfilling life in a thriving and equitable society – it underpins how we act and see the world and is the engine of social and cultural change and reproduction.

Education gives the basis for innovation in thought, culture and technology; it nurtures a sense of citizenship and social participation; it underpins our political and economic robustness; and is the foundation of the knowledge and skills that society shares.

Education is fundamentally about human development, knowledge and social justice. Education is something that everyone experiences: it is life-long and society wide; it is local as well as global; it takes place in the home, in prisons, in refugee centres, in places of worship, in the workplace, on the sports field, in the theatre, in the pub as well as in the classroom.

Education, like Politics, is inherently interdisciplinary – it is an applied field of study which draws on a range of disciplines including: sociology, psychology, history and philosophy. It is necessarily pluralist and eclectic, drawing upon a range of theoretical, conceptual and methodological perspectives.

Therefore, in studying and researching Education we work to understand the fundamental questions about why we educate, how we educate, who we educate and what purpose education serves.

Find out more about us on our website.

General entry requirements

Minimum requirements.

2:1 undergraduate degree (or equivalent) in Education, any relevant Social Sciences or Humanities discipline, or another relevant discipline if justified.

A Master’s degree in Education, any relevant Social Sciences or Humanities discipline, or another relevant discipline if justified.

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• With a minimum of 6.5 in the Writing component.

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional entry requirements for this course.

Our research

Our main research themes are:

• Special educational needs and disability
• Early years’ education
• Philosophy of mind and thought
• Educational leadership and development
• Drama and theatre education
• Creative and arts-based learning
• Sociology of arts and religion
• Modern Islamic pedagogies
• Education inequalities and social justice
• Sociologies of childhood and fatherhood
• Education policy
• Feminist and gender pedagogy
• Higher education
• International development

Full details of our research interests are listed on the Education Studies webpages Link opens in a new window .

You can also read our general University research proposal guidance.

Find a supervisor

It is advisable to locate a potential supervisor using the link below and to discuss with them the area you'd like to research.

We have over 20 full-time academic staff members with many research strengths who could be your supervisors. Explore our Staff Research Directory where you will be able to filter by research interests. Co-supervision with other departments may be possible.

You can also see our general University guidance about finding a supervisor. Link opens in a new window

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Find your research course fees

Fee Status Guidance

We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.

Do you need your fee classification to be reviewed?

If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.

Find out more about how universities assess fee status

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.

For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our  Module Catalogue  (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).

Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Our Postgraduate Taught courses

• Childhood in Society (MA)
• Drama and Theatre Education (MA)
• Drama Education and English Language Teaching (MA)
• Education (MA)
• Educational Innovation (MA)
• Educational Leadership and Management (MA)
• Foundation Research Methods in Education (PGA)
• Global Education and International Development (MA)
• Islamic Education (PGA)
• Islamic Education: Theory and Practice (MA)
• Leading Educational Change and Improvement (PGA)
• Psychology and Education (MA)

Our Postgraduate Research courses

• Doctorate in Education (Ed.D)
• Education (MPhil/PhD)

How to apply

The application process for courses that start in September and October 2024 will open on 2 October 2023.

For research courses that start in September and October 2024 the application deadline for students who require a visa to study in the UK is 2 August 2024. This should allow sufficient time to complete the admissions process and to obtain a visa to study in the UK.

How to apply for a postgraduate research course  

After you’ve applied

Find out how we process your application.

Applicant Portal

Track your application and update your details.

Admissions statement

See Warwick’s postgraduate admissions policy.

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Postgraduate fairs.

Throughout the year we attend exhibitions and fairs online and in-person around the UK. These events give you the chance to explore our range of postgraduate courses, and find out what it’s like studying at Warwick. You’ll also be able to speak directly with our student recruitment team, who will be able to help answer your questions.

Join a live chat with our staff and students, who are here to answer your questions and help you learn more about postgraduate life at Warwick. You can join our general drop-in sessions or talk to your prospective department and student services.

Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

See our online departmental events

Warwick Talk and Tours

A Warwick talk and tour lasts around two hours and consists of an overview presentation from one of our Recruitment Officers covering the key features, facilities and activities that make Warwick a leading institution. The talk is followed by a campus tour which is the perfect way to view campus, with a current student guiding you around the key areas on campus.

Connect with us

Learn more about Postgraduate study at the University of Warwick.

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We may have revised the information on this page since publication. See the edits we have made and content history .

Why Warwick

Discover why Warwick is one of the best universities in the UK and renowned globally.

9th in the UK (The Guardian University Guide 2024) Link opens in a new window

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This information is applicable for 2024 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

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MPhil in Education (Mathematics Education)

University of cambridge, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

MPhil - Master of Philosophy

Subject areas

Education Studies Mathematics Teaching

Course type

The Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education (primary, secondary, or tertiary), wanting to undertake advanced study in a world-class setting. The Mathematics Education route is taught by a specialist team, and its student cohort is drawn primarily from UK-based professionals who continue in their full-time posts while taking the course part-time

The Mathematics Education route develops students' understanding of a number of important issues in the field of mathematics education. Students learn to interpret and critically engage with ideas and debates in mathematics education research in three ways:

through taught sessions in mathematics education;

through work on course assignments under the supervision of a member of the teaching team; and

through participation in seminars led by students on the route and in project workshops.

The course introduces students to research skills and specialist knowledge. Its main aims are to:

to examine the theoretical frameworks used in the study of education and its constituent disciplines;

provide training in research methods appropriate to education;

advance students’ capacity for professional reflection and judgment;

cater for a range of specialists interested within the field of education or one of its constituent disciplines.

Learning Outcomes

By the end of the course, students will have:

a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;

demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;

shown abilities in the critical evaluation of current research and research techniques and methodologies;

demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Applicants for this course should have achieved a UK Good II.i Honours Degree

Doctor of Education Creative and Media

Bournemouth university, postgraduate certificate education practice, education ma, middlesex university, higher education pgcert, postgraduate certificate creative education, university for the creative arts.

• FindAMasters
• The Master of Philosophy (MPhil) Degree – A Guide

Written by Mark Bennett

The MPhil is a fairly unique qualification that looks much more like a PhD than another Masters degree. MPhil stands for ‘Master of Philosophy’. It is a postgraduate research Masters. Instead of completing taught units and assessments, an MPhil consists entirely of your own independent project .

Or, to read about other types of Masters degree, start with our main postgraduate qualifications guide .

Create a my FindAMasters account

Set-up an account to make your search easier. You can save programmes, send enquiries to institutions, view upcoming events, and see the latest news and updates, all in one place.

What is an MPhil?

An MPhil can be part of a (or a step towards PhD registration) but you can also study it as a standalone qualification .

Unlike most other Masters qualifications, the MPhil is a pure research degree. Whereas an MRes will include some taught units, an MPhil is based entirely on the completion of an independent thesis.

You’ll undertake this work under the guidance of an academic supervisor, but won’t normally have any other timetabled classes or assessments.

What are the entry requirements for an MPhil?

As an advanced research qualification, an MPhil will usually have extra admissions requirements.

Some of these will be academic. You’ll need an appropriate Bachelors degree, as normal. But you may also need to hold another Masters degree (such as an MA or MSc ).

This will depend on your subject, your university and the specific project you wish to tackle. If your MPhil is intended to lead to a PhD , your university may expect you to have existing experience at taught postgraduate level. If your project is smaller and self-contained, this may not be necessary.

Most MPhil programmes will also require you to put forward a research proposal . This will define your intended project and / or state how you intend to tackle it.

Is an MPhil actually a ‘Masters’ degree?

Though its full title identifies it as a Masters degree, the MPhil actually sits somewhere between other Masters qualifications and more advanced postgraduate research training.

In most higher education systems, the MPhil is considered to be a ‘Masters-level’ qualification.

• The UK National Qualifications Framework (NQF) places the MPhil at level 7, along with other Masters degrees such as the MA , MSc and MRes .
• In Europe , the MPhil is also a Masters-level or ‘second cycle’ qualification.

Both systems place the MPhil ‘beneath’ the PhD, which is a level 8, or ‘third cycle’ qualification.

In practice, however, the MPhil is much more like a PhD than other Masters degrees.

This isn’t just due to its research focus. Like a PhD, an MPhil is often studied after a taught Masters degree.

In some cases the MPhil can also lead into a PhD. Which brings us to…

MPhil vs PhD

It’s helpful (and quite accurate) to think of an MPhil (‘Master of Philosophy’) as a smaller scale PhD (Doctor of Philosophy). Some PhD degrees are actually titled ‘DPhil’, which makes the relationship between these two qualification levels clearer (in Latin at least!).

The two qualifications are also related in other ways. It’s quite common to ‘ transfer ’ between MPhil and PhD registration, depending on the progress of your research.

There are various ways in which this can happen, depending on your circumstances:

• You may enrol for an MPhil in the initial stage of a doctoral programme. You’ll then ‘ upgrade ’ to PhD registration, once your research has reached a required stage.
• Some universities also award the MPhil during a PhD programme. In this case your MPhil qualification will then be superseded by your doctorate.
• You may also choose to graduate with an MPhil instead of a PhD . This can happen if you wish to exit your programme early.
• Rarely, an MPhil may be awarded if you submit for a PhD, but your thesis is not judged to be of the required standard.

MPhil or MRes?

While the MPhil and the MRes both have a focus on independent research, an MRes is primarily a research training qualification, whereas an MPhil is a single research project. An MRes will still have some taught components, while an MPhil is a pure research degree.

MPhil vs MSc / MA

The main difference between an MPhil and an MSc / MA is the way in which they’re delivered. An MSc or MA is primarily a taught Masters degree, with lecturer-led lessons, seminars and laboratory work. An MPhil, on the other hand, doesn’t involve any teaching – the entire qualification is made up of an independent research project.

Both MSc / MA and MPhil programmes are excellent preparation for a PhD. However, an MPhil is much closer to a PhD than a typical MSc or MA degree. Indeed, most PhDs involve an MPhil upgrade one year in.

MPhil or MSc / MA – which is better?

In terms of academic progression, an MPhil is above an MSc or MA. It’s the highest level of Masters qualification that you can achieve, involving an even more substantial research project than would be required by a taught Masters degree.

However, this doesn’t mean that an MPhil is necessarily the best qualification for everyone. If you don’t plan on doing a PhD or embarking on a career in research, the MPhil might not be the best choice for you. Even if you’re thinking about a PhD, you may not yet have a research topic in mind that would meet the requirements for an MPhil thesis.

Which subjects award MPhil degrees?

The MPhil can be awarded in all subject areas . This is a common feature of postgraduate research programmes, which don’t normally reflect academic disciplines in their degree titles.

Variant forms of the MPhil are sometimes offered in Arts and Humanities subjects. This happens when a university offers a more specialised research programme in the form of an MPhil. It also occurs when the MPhil title is used to distinguish a postgraduate Masters from automatically conferred or integrated MA courses.

In the vast majority of cases, however, the MPhil is a ‘generic’ degree, available in any academic discipline that can support a sufficiently in-depth research project.

Who should study an MPhil?

The MPhil is often overshadowed by the PhD, or incorrectly viewed as the outcome of a failed PhD (or failed PhD upgrade). In fact there are plenty of good reasons for studying a standalone MPhil.

You might have identified a smaller research topic that interests you, but which doesn’t have the scope for a full PhD. If so, an MPhil project could be ideal: allowing you to undertake your research without needing to alter or extend it.

Alternatively, you may choose the MPhil over the PhD for career-based reasons. An MPhil provides advanced research skills and experience which are valued by a range of employers.

A PhD also demonstrates these, of course. But the added benefit of a doctorate may not be as significant outside the academic profession.

What’s it like to study an MPhil?

There are effectively two ways of studying an MPhil: You may register for the degree as part of a PhD pathway. Or you may register for a standalone MPhil qualification.

The nature of your registration will determine the length and assessment of your course, but its content will be the same.

Both ‘types’ of MPhil registration are pure research degrees. This distinguishes the MPhil from other research Masters (such as the MRes) which still include some taught units.

Like a PhD student, you’ll be assigned an expert supervisor. They’ll be responsible for guiding your project and providing mentoring for your development as a researcher.

You’ll have regular meetings with your supervisor at which you can discuss your ideas and receive feedback on work in progress. But most of your time will be spent working on your own initiative and taking responsibility for setting and meeting targets.

How long is an MPhil?

A standalone MPhil is normally two years long when studied as a full-time degree. Alternatively, you can study for four to five years part-time.

MPhil registration within a PhD programme normally lasts for one year . You will then transfer to full PhD registration after passing an upgrade exam .

What’s the difference between studying an MPhil and a PhD?

Studying an MPhil is a lot like studying a PhD. In fact, for many students, studying an MPhil is the first part of studying a PhD.

Both degrees are awarded based entirely on the strength of a candidate’s independent research. Instead of attending classes and completing assessments you’ll work on a single extended project.

MPhil and PhD projects are therefore distinguished by scope, not content. The key principle for this is the extent of a project’s original contribution to knowledge :

• For a PhD , this must be substantial and obvious. The project must offer significant new findings that future scholars will need to take account of.
• An MPhil thesis, on the other hand, only needs to demonstrate that its author has a thorough and critical understanding of their field in its current state. It doesn’t need to provide results that substantially advance that field.

One criteria that is often used to clarify this is the potential for publication of a thesis.

• A PhD project should include work of a publishable standard: its findings should be significant enough to be put forward as recognised academic scholarship.
• An MPhil project isn’t expected to meet this standard. Your findings should be valid and accurate, but they don’t have to be sufficiently significant to underpin any new academic publications.

These differences are why MPhil projects are shorter (both in length of study and word-count) and don’t face the same strict examination standards as a PhD.

How is an MPhil assessed?

As a research degree, your MPhil won’t normally include any taught units or coursework assignments. Instead you will be assessed entirely on the strength of your thesis.

This will involve an oral examination, similar to the formal viva voce that concludes a PhD. You’ll discuss and defend your work in front of a panel of examiners.

A slightly different process applies to MPhil upgrades.

What happens at an MPhil viva?

An MPhil viva will not normally be as long or intensive as a PhD viva.

It will primarily assess the accuracy of your findings and understanding, rather than the significance of your original contribution to knowledge. During your MPhil viva, you’ll probably be asked to summarise your thesis in a few minutes. You’ll also be asked questions on your methodology, theoretical framework and literature review.

What happens at an MPhil upgrade?

If you’re registered for an MPhil as the first part of a PhD programme, you will eventually sit an ‘ upgrade exam ’ in order to transfer your enrolment to that of a PhD student.

This will be similar to the viva that concludes an MPhil or PhD, but on a smaller and more informal scale.

You’ll normally submit a partial draft of your thesis (such as a first chapter, or literature review) or prepare some initial results. These will form the basis for a discussion with your supervisor and at least one other ‘examiner’ from within your university.

The ‘exam’ itself will focus as much on your future plans as on your work so far. You’ll need to demonstrate that your project has the potential required of PhD work and that you are making sufficient progress to complete it in a suitable timeframe.

If successful, your registration will be upgraded and you will eventually submit for the PhD degree, rather than the MPhil.

How many credits is an MPhil worth?

Like PhDs, most MPhil degrees don't have a credit value . This is because they aren’t made up of individually assessed modules or units.

It’s possible that your MPhil may include some initial training in research methods and that these will be given a nominal credit value. However, this won’t contribute to an overall credit value for your degree.

Despite not having a credit value, the MPhil is internationally recognised as a Masters-level degree.

Search for an MPhil now

The simplest way to find a Master of Philosophy (MPhil) in your subject is to search our course database . Why not start looking now?

Our postgrad newsletter shares courses, funding news, stories and advice

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Exploring higher education options? Learn exactly what an integrated Masters degree is and how it can help fast-track you in your chosen field with our guide.

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