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Scope – Purpose –
Learning Outcomes
SCOPE
The Postgraduate Program (MSc) titled “Applications of Social Psychology in Education” provides advanced instruction in scientific issues, theoretical concepts, and related research findings, with a focus on their application to the field of education through the lens of social psychology.
PURPOSE
This MSc treats the educational field—and all parties involved in the educational process—as constituent elements of a dynamic arena of social interactions, encompassing interpersonal and intergroup dynamics. It aims to offer students in-depth training, scientific specialization, and robust theoretical and methodological competence. In this way, graduates will acquire the scientific knowledge that enables them to apply, within the school classroom, theoretical insights, methodological skills, and practices of communication and teaching, together with a broad understanding of the issues shaping the educational process and everyday classroom life. These applied academic competences will equip them to harness and mobilize the full potential of the student body, to comprehensively support their students’ academic performance, to manage classroom dynamics effectively, and to co-create a climate of productivity, equity, and openness in which learning and personal development go hand in hand.
LEARNING OUTCOMES
The learning outcomes and qualifications gained upon successful completion of this MSc are as follows: Graduates will be able to command a wide range of theories and research developments from a social-psychological perspective and will possess adequate methodological training and sound practices for application in the classroom. They will understand the classroom as a dynamic field of interactions within which learning and personal development take place. They will possess strong communication skills. They will be able to manage class group dynamics, intergroup relations, and the ethnocultural diversity present in the classroom. They will be capable of studying the “human geography” of the classroom, and of designing and implementing interventions aimed at inclusion, improved academic performance, and the cultivation of a classroom climate conducive to the equitable development of all students. They will possess linguistic and emotional (socio-emotional) competences which, combined with the use of differentiated pedagogy, will allow them to draw on students’ potential and to cultivate their socio-developmental capacities. They will have specialized knowledge for fostering student motivation, techniques for small-group management, and tools for classroom management that strengthen their role as leaders of the classroom group.
Department of Humanities
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