m.phil education research topics

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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110+ Exceptional Education Research Topics Ideas

Topics for education research usually comprise school research topics, research problems in education, qualitative research topics in education, and concept paper topics about education to mention a few.

If you’re looking for research titles about education,  you’re reading the right post! This article contains 110 of the best education research topics that will come in handy when you need to choose one for your research. From sample research topics in education, to research titles examples for high school students about education – we have it all.

Educational Research Topics

Research title examples for college students, quantitative research titles about education, topics related to education for thesis, research titles about school issues, ph.d. research titles in education, elementary education research topics, research title examples about online class, research titles about modular learning, examples of research questions in education, special education research titles.

The best research titles about education must be done through the detailed process of exploring previous works and improving personal knowledge.

Here are some good research topics in education to consider.

What Are Good Research Topics Related to Education?

• The role of Covid-19 in reinvigorating online learning
• The growth of cognitive abilities through leisure experiences
• The merits of group study in education
• Merits and demerits of traditional learning methods
• The impact of homework on traditional and modern education
• Student underdevelopment as a result of larger class volumes
• Advantages of digital textbooks in learning
• The struggle of older generations in computer education
• The standards of learning  in the various academic levels
• Bullying and its effects on educational and mental health
• Exceptional education tutors: Is the need for higher pay justifiable?

The following examples of research titles about education for college students are ideal for a project that will take a long duration to complete. Here are some education topics for research that you can consider for your degree.

• Modern classroom difficulties of students and teachers
• Strategies to reform the learning difficulties within schools
• The rising cost of tuition and its burden on middle-class parents
• The concept of creativity among public schools and how it can be harnessed
• Major difficulties experienced in academic staff training
• Evaluating the learning cultures of college students
• Use of scientific development techniques in student learning
• Research of skill development in high school and college students
• Modern grading methods in underdeveloped institutions
• Dissertations and the difficulties surrounding their completion
• Integration of new gender categories in personalized learning

These research topics about education require a direct quantitative analysis and study of major ideas and arguments. They often contain general statistics and figures to back up regular research. Some of such research topics in education include:

• The relationship between poor education and increased academic fees
• Creating a social link between homeschool and traditional schoolgoers
• The relationship between teacher satisfaction and student performance
• The divide between public and private school performance
• The merits of parental involvement in students’ cognitive growth.
• A study on child welfare and its impact on educational development
• The relationship between academic performance and economic growth
• Urbanization in rural areas and its contribution to institutional growth
• The relationship between students and professors in dissertation writing
• The link between debt accumulation and student loans
• Boarding schools and regular schools: The role these two school types play in cognitive development

Educational-related topics used for a thesis normally require a wide aspect of study and enough educational materials.  Here are some education research topics you can use for write my thesis .

• The difficulties of bilingual education in private universities
• Homework and its impact on learning processes in college education
• Dissertation topic selection: Key aspects and research obligations
• Social media research topics and their educational functions
• A detailed educational review of student learning via virtual reality techniques
• Ethnicities in universities and their participation in group activities
• The modern approach to self-studying for college students
• Developing time management skills in modern education
• Guidelines for teacher development in advanced educational institutions
• The need for religious education in boarding schools
• A measure of cognitive development using digital learning methods

A research title about school issues focuses on activities surrounding the school environment and its effects on students, teachers, parents, and education in general. Below are some sample research titles in education, relating to school issues.

• Learning English in bilingual schools
• A study of teachers’ role as parent figures on school grounds
• Addressing the increased use of illegal substances and their effects in schools
• The benefits of after-class activities for foreign students
• Assessing student and teacher relationships
• A study of the best methods to implement safety rules in school
• Major obstacles in meeting school schedules using boarding students as a case study
• The need for counseling in public and private schools: Which is greater?
• Academic volunteering in understaffed public schools
• Modern techniques for curbing school violence among college students
• The advantages and disadvantages of teacher unions in schools

As you create your proposed list of research topics in education, consider scientific journals for referencing purposes. Here are some Ph.D. research titles for education.

• The modern methods of academic research writing
• The role of colleges in advanced mental care
• The merits and demerits of Ph.D. studies in Europe and Africa
• Interpersonal relationships between students and professors in advanced institutions
• A review of community colleges: merits and demerits
• Assessing racism in academic ethnic minorities
• The psychological changes of students in higher education
• The questionable standards of student loan provisions
• The merits of personalized teaching techniques in colleges
• The wage gap between private and public university teachers
• Teacher responsibilities in private universities versus public universities

The research topics in elementary education in 2023 are very different from the elementary education research topics from five or ten years ago. This creates interesting grounds for different research titles for elementary education.

Here are some elementary education title research ideas.

• Assessing quick computer literacy among elementary school pupils.
• The role of video games in childhood brain development
• Male vs female role models in early education periods
• The advantages of digital textbooks in elementary schools
• The impact of modern curriculums on elementary education
• Lack of proper school grooming is a cause of violence.
• Should elementary school children be taught about LGBTQ?
• A review of the need for sexual education in elementary schools
• The effects of emotional dependence in early childhood learners.
• The need for constant technology supervision of elementary school students
• Advantages of computer-guided education in elementary schools

Here are some research title examples for students taking online classes.

• The academic difficulties experienced by online students.
• A study of decreased attention in online classes
• The upsides and downsides of online education
• The rising fees of online and traditional education in universities
• A detailed study on the necessity of college internships
• The need to provide college scholarships based on environmental achievements
• How online education terminates university fraternities and sororities.
• The role of academic supervisors in career selection
• Why interactive assignments improved learning capabilities during the pandemic
• Merits of education in online learning environments
• Why online lessons are the least effective for some college students

The modular learning approach focuses primarily on learning outcomes. Here are some examples of research titles about modular learning.

• Modular learning and the role of teachers in its execution
• Teaching techniques of religious institutions
• Potential risks of accelerated learning
• Modular learning on students’ future performances
• The general overview of modular learning amongst students
• The modern Advantages and disadvantages of inclusive classes
• Observing student developments in modular learning
• Music therapy for fostering modular learning techniques
• The creation of a personalized curriculum for students.
• Applications of modular learning both in home-schooling?
• The benefits of modular learning towards creating a more holistic educational system

These research title examples about education answer important questions and they can also be argumentative essay topics .

Here are some titles of research about education questions.

• What impacts do learning approaches provide for students?
• How can schools manage their increasing gender differences?
• What fosters the provision of learning needs?
• What are the best educational recruitment methods?
• How can cognitive development improve education?
• How can you assess the moral growth of institutions?
• What are the primary causes of educational differences in geographical locations?
• How can institutions address increasing mental health needs?
• Why is early intervention essential in students with mental health setbacks?
• What are the characteristics of mental health deterioration among students?
• What techniques are acceptable in regulating the violence of students in institutions

Some of the research title examples about education include:

• How do schools create more personalized learning methods?
• Evaluating mental health setbacks during education
• The impact of modern technology on special education
• The cognitive improvements via specialized learning in dyslexic children
• The psychological link between dyslexia and bullying in high school
• Impact of social isolation in special education classes
• The difficulties in providing specialized learning environments
• A study of orphan students with disabilities and their aptitudes for learning
• How special classes improve the self-esteem of disabled students.
• How to use modern teaching techniques in unique learning environments.
• A study of the application of digital games to autistic learning

Final words about education research topics

We have provided some reliable examples of a research topic about education you can use for write my thesis . You can use these research titles in education to cultivate your ideas, create inspiration, or for online research. Remember always to select a topic that you’re naturally passionate about and do diligent research, and reach out to our professional writing services if you need any help.

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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

Accommodation

Discover your accommodation options and explore our residences.

Connect with a King’s Advisor

Want to know more about studying at King's? We're here to help.

Learning in London

King's is right in the heart of the capital.

• Aga Khan University
• Pakistan - IED
• IED-PK | Master of Philosophy (MPhil in Education) Theses Guide
• Complete List of Theses' Title

IED-PK | Master of Philosophy (MPhil in Education) Theses Guide: Complete List of Theses' Title

• Subject Wise Category

Year Wise Titles

• Improving students' writing skills using mind - mapping technique at primary level in a private school in Karachi.
• Exploring the role of volunteerism in developing leadership skills amongst the youth of Ismaili Muslim Community in the context of Karachi, Pakistan
• Teaching mathematics (geometry) through pedagogy of STEM Education in grade 8 in a private school of District Ghotki, Sindh
• Role of teacher’s constructive feedback in improving grade 5 students’ writing skills in a public school in Karachi
• Exploring students’ learning experiences shaped by the examinations conducted by a national private examination board in Pakistan
• Understanding the grade V students’ ecological identity in Karachi and helping them in enhancing their ecological consciousness
• Culture and teacher professional development : Exploring male and female mentors’ and mentees’ experiences of professional development in the Baltistan Region of Gilgit Baltistan, Pakistan
• Exploring the early childhood education teachers’ and grade I teachers’ perceptions regarding school readiness for children’s transition to primary school : A quantitative study in the context of private schools in Karachi
• Understanding education faculty members' (EFMs) experiences and perspectives on the B.Ed. Honors programme at a public international university (PIU) in Northern Pakistan
• Exploring experiences of key stakeholders of the new BEd (Hons) elementary programme in a public sector university and a government elementary college of education in Karachi, Pakistan
• Cultural diversity in a public sector university of Pakistan: Exploring students' perceptions and experiences
• An Exploratory case study of public-private partnership in education: A case from Karachi Pakistan
• Exploring mothers' perceptions of the role of play in early childhood development (4 to 6 years old) in the context of upper Chitral, Pakistan
• Unearthing literacy conceptions of middle school students: A qualitative exploration
• Access or beyond access? Unpacking gender and gender equity in Gilgit-Baltistan education strategy
• Hope or hype - public private partnership for the development of education in Sindh, Pakistan
• Exploring pre-service teachers' motivation for joining the teaching profession in Karachi, Pakistan
• A follow-up exploration of the implementation of teachers' learning after professional development programme in Early Childhood Education (ECE): A case study
• Teachers' experiences and practices of developing teaching portfolios: An exploratory study
• Role of parental involvement in secondary education
• Exploring teachers' experiences of a blended teacher professional development programme in Karachi, Pakistan
• Exploring higher education commission's quality assurance mechanisms for assuring quality in higher education at Khyber Pakhtunkhwa
• Community engagement in one of the private schools in upper Chitral, Khyberpakhtunkhawa, Pakistan
• Exploring perceptions and practices of teachers about inclusion on students with special educational needs (SEN): A case study of a private inclusive school in Karachi
• Understanding and developing students' Academic Resilience (AR) in secondary schools of Karachi: The case of grade 9 biology students
• Exploring effectiveness of the programme evaluation practices used in the private educational organization in Karachi
• Exploring the current classroom assessment practices of English Language at secondary level in a private secondary school of District Ghizer, Gilgit-Baltistan
• Exploring students' engagement with methodology during their M.ED. dissertations
• Reducing attitudes of prejudice and discrimination through literature in 'Personal Social Health Education' (PSHE) classes: A quasi-experiment on the upper key-stage 2 students of the British schools in Karachi, Pakistan
• Enhancing the writing skills of grade seven students in a private school in Karachi
• Investigating the relationship between students' digital literacy and their attitude towards using ICT
• Learning from voluntary services: Perspectives of the Ismaili youth in Karachi
• New reform in teacher education: An investigation of the implementation of 4-years B.ED. (Hons.) elementary programme in four selected teacher education institutions in Sindh, Pakistan
• The impact of social class on educational achievement and lived experiences in two private A-Level schools in Karachi
• An inquiry into the implementation of the Associate Degree in Education (ADE) in a public sector teacher education institute in Karachi, Pakistan

Exploring teacher educators' professional development of a private organization involved in faith education in Karachi

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• Staff & students

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: £TBC
• Home - part-time: £TBC
• 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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Are you a UK or International Student?

Undertake a substantial research project led by your own passions, key course details, course overview.

A PhD or MPhil in Education enables you to undertake a substantial research project led by your own passions and interests.  The PhD takes three years full-time or six years part-time, and the MPhil takes two years full-time or four years part-time. You submit a thesis of up to 100,000 words for PhD assessment and 60,000 words for MPhil assessment, demonstrating original research with a significant contribution to the field of Education. This is followed by an oral examination of the thesis (a viva voce examination, or viva). Working at an elite academic level, you will conduct original research. The research strengths of the School reside around six main areas of scholarship:

• Early childhood
• Digital skills
• Widening participation
• Professional Learning (including Additional Learning Needs)
• Teacher Education
• Parental and Family engagement with learning

According to the most recent Research Excellence Framework in 2021, over 81% of the research in Education, Sociology and social policy was of international or world-leading quality.

All academic staff hold doctorates and are research active. The research profile of the department represents both a breadth and depth of interests within the field of education and those holding more senior posts have an international research profile with a strong track record of securing research income. Most staff have successfully supervised post-graduate students to completion and have a range of expertise within the discipline.

As a PhD/MPhil student you will develop and refine the research skills needed for high-level work in the field of Education, while skills and training programmes available on campus provide further support. You will have the opportunity to deliver presentations to research students and staff at departmental seminars, and at the Postgraduate conference. You may also have the chance to teach undergraduate tutorials and seminars from the second year, for which you receive training and payment.

We also offer a Professional Doctorate in Education (EdD) which is designed for those who would like to study education part-time at doctoral level. Many EdD students will be teachers or senior leaders in schools, or will be working in the field of education more broadly. The EdD is a research-led programme comprising of taught and research phases, offering students the opportunity to approach issues in education in a professional and critical manner while being supported by academics with international reputations of excellence.  Discover more here .

Entry Requirements

MPhil:  Applicants for MPhil must normally hold an undergraduate degree at 2.1 level (or Non-UK equivalent as defined by Swansea University). See our Country Specific Postgraduate Entry Requirements.

PhD:  Applicants for PhD must normally hold an undergraduate degree at 2.1 level and a master’s degree with a minimum overall grade at ‘Merit’. Alternatively, applicants with a UK first class honours degree (or Non-UK equivalent as defined by Swansea University) not holding a master’s degree, will be considered on an individual basis. See our Country Specific Postgraduate Entry Requirements.

English Language IELTS 6.5 Overall (with no individual component below 6.5) or Swansea University recognised equivalent.  Full details of our English Language policy, including certificate time validity, can be found here.

As well as academic qualifications, Admissions decisions may be based on other factors, including (but not limited to): the standard of the research synopsis/proposal, performance at interview, intensity of competition for limited places, and relevant professional experience.

Reference Requirement

As standard, two references are required before we can progress applications to the School's research programme Admissions Tutor for consideration.

Applications received without two references attached are placed on hold, pending receipt of the outstanding reference(s). Please note that any protracted delay in receiving the outstanding reference(s) may result in the need to defer your application to a later potential start point/entry month, than what you initially listed as your preferred start option.

You may wish to consider contacting your referee(s) to assist in the process of obtaining the outstanding reference(s) or alternatively, hold submission of application until references are sourced. Please note that it is not the responsibility of the University Admissions Office to obtain missing reference(s) after our initial email is sent to your nominated referee(s), requesting a reference(s) on your behalf.

The reference can take the form of a letter on official headed paper, or via the University’s standard reference form.  Click this link to download the university reference form .

Alternatively, referees can email a reference from their employment email account, please note that references received via private email accounts, (i.e. Hotmail, Yahoo, Gmail) cannot be accepted.

References can be submitted to  [email protected] .

As standard, two references are required before we can progress applications to the College/School research programme Admissions Tutor for consideration.

The reference can take the form of a letter on official headed paper, or via the University’s standard reference form. Click this link to download the university reference form .

References can be submitted to [email protected] .

How you are Supervised

We take care to ensure that each MPhil/PhD student has the expert supervision required to complete their project within the candidature period. You will have a minimum of two supervisors based in the Department. Upon receipt of your application, we will identify supervisors whose research expertise matches your chosen topic.

You will usually meet your supervisors once a month, and possibly more often at critical stages of your candidature, including preparing for final submission. When you start the degree, you will work out a research plan with your supervisors. Nine months into your candidature, you will present a first piece of substantial writing (e.g. draft thesis chapter) and a detailed thesis plan. Thereafter, the University will assess your progress every 6 months. M.Phil students are eligible to apply for an upgrade to a Ph.D if they demonstrate the ability to perform at doctoral level.

Welsh Provision

Tuition fees, ph.d. 3 year full time, ph.d. 6 year part time, m.phil. 2 year full time, m.phil. 4 year part time.

Tuition fees for years of study after your first year are subject to an increase of 3%.

You can find further information of your fee costs on our tuition fees page .

You may be eligible for funding to help support your study. To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page .

International students and part-time study: It may be possible for some students to study part-time under the Student Visa route. However, this is dependent on factors relating to the course and your individual situation. It may also be possible to study with us if you are already in the UK under a different visa category (e.g. Tier 1 or 2, PBS Dependant, ILR etc.). Please visit the University information on Visas and Immigration for further guidance and support.

Current students: You can find further information of your fee costs on our tuition fees page .

Funding and Scholarships

You may be eligible for funding to help support your study.

Government funding is now available for Welsh, English and EU students starting eligible postgraduate research programmes at Swansea University. To find out more, please visit our postgraduate loans page.

To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page.

Academi Hywel Teifi at Swansea University and the Coleg Cymraeg Cenedlaethol offer a number of generous scholarships and bursaries for students who wish to study through the medium of Welsh or bilingually. For further information about the opportunities available to you, visit the Academi Hywel Teifi Scholarships and Bursaries page.

Additional Costs

Access to your own digital device/the appropriate IT kit will be essential during your time studying at Swansea University. Access to wifi in your accommodation will also be essential to allow you to fully engage with your programme. See our dedicated webpages for further guidance on suitable devices to purchase, and for a full guide on getting your device set up .

You may face additional costs while at university, including (but not limited to):

• Travel to and from campus
• Printing, photocopying, binding, stationery and equipment costs (e.g. USB sticks)
• Purchase of books or texts
• Gowns for graduation ceremonies

How to Apply

Apply online and track your application status at  www.swansea.ac.uk/applyonline .

Suggested Application Timings

In order to allow sufficient time for consideration of your application by an academic, for potential offer conditions to be met and travel / relocation, we recommend that applications are made before the dates outlined below. Please note that applications can still be submitted outside of the suggested dates below but there is the potential that your application/potential offer may need to be moved to the next appropriate intake window.

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UK Applicants – 15th August

EU/International applicants – 15th July

January Enrolment

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EU students - visa and immigration information is available and will be regularly updated on our information for EU students page.

PhD Programme Specification

This Programme Specification refers to the current academic year and provides indicative content for information. The University will seek to deliver each course in accordance with the descriptions set out in the relevant course web pages at the time of application. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision , either before or after enrolment.

Programme Summary 

This PhD in Education at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 100,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The PhD is examined following an oral examination of the thesis (a viva voce examination or viva voce). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences. There may also be opportunities to develop your teaching skills through undergraduate tutorials, demonstrations and seminars.

Programme Aims

This PhD programme will provide doctoral researchers with:

• The opportunity to conduct high quality postgraduate research in a world leading research environment.
• Key skills needed to undertake advanced academic and non-academic research including qualitative and quantitative data analysis.
• Advanced critical thinking, intellectual curiosity and independent judgement.

Programme Structure

The programme comprises three key elements:

• Entry and confirmation of candidature
• Main body of research
• Thesis and viva voce

The programme comprises of the undertaking of an original research project of 3 years duration full time (6 years duration part time). Doctoral researchers may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Assessment  

Doctoral researchers for the PhD in Education are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 100,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination (viva voce).

Doctoral Researcher Supervision and Support

Doctoral researchers will be supervised by a supervisory team. Where appropriate, staff from Schools other than the ‘home’ School (other Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the doctoral research journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the doctoral researcher to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre). 

Programme Learning Outcomes

Upon successful completion of this programme, doctoral researchers should be able to:

Knowledge & Understanding

• Demonstrate the systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of research through the development of a written thesis.
• Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship. 
• Disseminate new knowledge gained through original research or other advanced scholarship via high quality peer reviewed publications within the discipline.
• Apply research skills and subject theory to the practice of research.
• Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised. 

Attitudes and values

• Conceptualise, design and implement a project aimed at the generation of new knowledge or applications within Education.
• Make informed judgements on complex issues in the field of Education, often in the absence of complete data and defend those judgements to an appropriate audience. 
• Apply sound ethical principles to research, with due regard for the integrity of persons and in accordance with professional codes of conduct.
• Demonstrate self-awareness of individual and cultural diversity, and the reciprocal impact in social interaction between self and others when conducting research involving people.

Research Skills

• Respond appropriately to unforeseen problems in project design by making suitable amendments.
• Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media and events, including conference presentations, seminars and workshops.
• Correctly select, interpret and apply relevant techniques for research and advanced academic enquiry.
• Develop the networks and foundations for on-going research and development within the discipline.
• Implement  advanced research skills to a substantial degree of independence.
• Locate information and apply it to research practice.

Skills and Competencies

• Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Progression Monitoring

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the Doctoral researcher is expected to meet regularly with their supervisors, and at most meetings it is likely that the doctoral researcher’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the doctoral researcher’s progress is discussed and formally recorded on the on-line system. 

Learning Development

The University offers training and development for Doctoral Researchers and supervisors.

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable doctoral researchers to navigate and determine appropriate courses aligned to both their interest and their candidature stage. 

There is a training framework including for example areas of Managing Information and Data, Presentation and Public Engagement, Leadership and working with others, Safety Integrity and Ethics, Impact and Commercialisation and Teaching and Demonstrating. There is also range of support in areas such as training needs, literature searching, conducting research, writing up research, teaching, applying for grants and awards, communicating research and future careers.

A range of research seminars and skills development sessions are provided within the School and across the University. These are scheduled to keep the doctoral researcher in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School is developing a research culture that aligns with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students.

Research Environment

Swansea University’s research environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia. 

Swansea University is very proud of our reputation for excellent research, and for the calibre, dedication, professionalism, collaboration and engagement of our research community. We understand that integrity must be an essential characteristic of all aspects of research, and that as a University entrusted with undertaking research we must clearly and consistently demonstrate that the confidence placed in our research community is rightly deserved. The University therefore ensures that everyone engaged in research is trained to the very highest standards of research integrity and conducts themselves and their research in a way that respects the dignity, rights, and welfare of participants, and minimises risks to participants, researchers, third parties, and the University itself.

Career Opportunities

Having a PhD demonstrates that graduates can work effectively in a team, formulate, explore and communicate complex ideas and manage advanced tasks. Jobs in academia (eg postdoctoral research, lecturing), education, government, management, the public or private sector are possible. Examples include administrators, counsellors, marketing specialists, and researchers.

The Postgraduate Research Office Skills Development Team offer support and a training framework for example in creating a researcher profile based upon publications and setting up your own business. The Swansea Employability Academy assists students in future career opportunities, improving CVs, job applications and interview skills.

MPhil Programme Specification

Programme Summary

This MPhil in Education at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 60,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The Masters is examined following an oral examination of the thesis (a viva voce examination or viva). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences. 

This Masters programme will provide students with: 

• Key skills needed to undertake advanced academic and non-academic research including qualitative and quantitative data analysis
• Thesis and viva voce 

The programme comprises of the undertaking of an original research project of 2 years duration full time (4 years duration part time). Students may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Students for the Masters in Education are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 60,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination ( viva voce ).

Supervision and Support 

Students will be supervised by a supervisory team. Where appropriate, staff from Schools other than the ‘home’ School (other Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the student journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the student to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre).

• Demonstrate the systematic acquisition and understanding of a substantial body of knowledge through the development of a written thesis.
• Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship.  
• Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised.
• Make informed judgements on complex issues in the field of Education often in the absence of complete data and defend those judgements to an appropriate audience. 
• Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media.
• Correctly select, interpret and apply relevant techniques for research and academic enquiry.
• Develop the foundations for on-going research and development within the discipline.
• Implement independent research skills.
• Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and initiative in complex situations.

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the student is expected to meet regularly with their supervisors, and at most meetings it is likely that the student’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the student’s progress is discussed and formally recorded on the on-line system. 

Learning Development  

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable students to navigate and determine appropriate courses aligned to both their interest and their candidature stage. 

A range of research seminars and skills development sessions are provided within the School and across the University. These are scheduled to keep the student in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School is developing a research culture that will align with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students.

Research Environment  

Swansea University’s Research Environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia. 

Having a Master of Philosophy degree shows that you can communicate your ideas and manage tasks. Jobs in academia, education, government, management, the public or private sector are possible. 

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• What Is an MPhil? – A Complete Guide
• Types of Doctorates

What Is an MPhil?

‘MPhil’ stands for ‘ Master of Philosophy ’ and is an advance postgraduate research degree.

Although the degree is technically classed as a Masters, in reality, it sits close to a Doctorate. This is because an MPhil goes beyond the traditional taught Master’s degree by placing emphasis on independent research and a more-targeted topic.

There are usually two reasons you would undertake an MPhil. First, you may wish to learn new research skills to open up new career opportunities. Second, you may want to do a PhD and so first enrol onto an MPhil, either as a compulsory requirement or under your own free choice, to first gain some research experience and doctoral training.

As these two decisions have different end-goals, an MPhil can either be carried out in one of two ways. It can either be undertaken as a stand-alone research degree or one integrated with a PhD .

What Does an MPhil Involve?

What you do as an MPhil student will be similar to that of a PhD student, but to a limited extent and in a shorter time period.

For example, you’ll be required to undertake an investigation around a subject area you have a research interest in. As part of this, you will have to evaluate concepts, understand suitable research methods, use published research and demonstrate an understanding of theoretical and analytical studies.

As part of your degree, you will also be expected to produce a thesis. The length of the thesis differs between universities but is typically around 50,000 words. Although your thesis isn’t expected to provide original research, it will need to provide an original insight or evaluation. It must show you understand the core activities of research work such as the ability to appraise literature, evaluate methods and identify potential limitations.

Besides a thesis, you’ll also be required to defend your work in an oral examination. Like a PhD, this examination is known as a viva voce and is conducted with an interview panel.

As MPhils are research degrees, there are no taught components such as classes, coursework or assessments. The exception to this is for MPhils offered by the Universities of Oxford and Cambridge.

MPhils at Oxford and Cambridge

The key difference with the University of Oxford and the University of Cambridge is that their MPhils can be a research degree, a taught degree or a mixture of the two.

The MPhils offered at the University of Oxford comprise two parts, each lasting a year. The first part is a taught component while the second is researched-based. Besides this, you will need to sit several assessments for the taught component.

The University of Cambridge offers two types of MPhils . The first is an ‘MPhil by Advanced Study’, and the second is an ‘MPhil by Thesis’. The MPhil by Advanced Study comprises taught components similar to that of the University of Oxford. The MPhil by Thesis is a research-only degree and is therefore similar to the traditional MPhils offered by other universities.

Transferring from an MPhil to a PhD

In the UK, if you’re accepted into a PhD programme, it’s common for you to first be registered for an MPhil. At the end of your first year, your academic supervisor will evaluate whether you have made adequate progress and shown the traits of a competent researcher. This is assessed through a write-up of your study and an oral examination. In some cases, you’ll also be required to produce a detailed action plan detailing how you intend to tackle the rest of your project.

Should you succeed, your registration will be upgraded to a PhD.

The reason a research student is first registered for an MPhil is for screening their suitability and introducing them to the type of work they will undertake in their PhD. This is because an MPhil provides a foundation for developing an individual’s research skills and providing them with specialist knowledge in their research topic.

Transferring from a PhD to an MPhil

Similar to how an MPhil can be upgraded to a PhD, the reverse is also true – a PhD can be ‘downgraded’ to an MPhil.

This usually occurs under one of the following circumstances:

• You may complete the first two years of your PhD, but after careful consideration decide it is not for you.
• Due to unforeseen circumstances or extenuating personal reasons, you may no longer be able to continue with your studies.
• The outcome of your PhD viva and subsequent thesis re-submissions is unsuccessful. You can read more about viva outcomes in our Viva Guide.

In all of the above cases, you would still need to prove that the work you have carried out to date meets the requirements of an MPhil. Should you not have much work to show, or should it be of unsatisfactory quality, you will not be considered for an MPhil either.

How Long Does an MPhil Take?

An MPhil can be undertaken either full-time or part-time.

If studying full time, a stand-alone MPhil degree will usually take two years. This extends to four years if studying part-time.

If you’re undertaking an MPhil as an initial registration for a PhD, these durations typically halve. However, remember that if you pass your initial registration period, your course will be upgraded to a PhD rather than you being awarded an MPhil.

How Much Does an MPhil Cost?

Your course fees will depend on your subject field, your mode of study, i.e. part-time or full-time and where you’re from.

For home and EU students, the average tuition fee for an MPhil is approximately:

• Full-time: £4,712 per academic year
• Part-time: £2,356 per academic year

For international students, the average tuition fee for an MPhil can vary between:

• Full-time: £14,000 – £18,000 per academic year
• Part-time: £7,000 – £9,000 per academic year

What Funding Opportunities Exist for an MPhil?

A government loan can be used to fund your studies. If you are undertaking a stand-alone MPhil, you will need to apply to a Postgraduate Master’s Loan . On the other hand, if you are applying to a PhD degree but first have to register as an MPhil student, you will need to apply for a Doctoral Loan . Both loans will cover your tuition fees, living costs and travelling expenses.

Additionally, you can also apply to scholarships offered by your department or university. Competition for these are fierce as, unlike government loans, they do not need to be repaid. Therefore, this is a popular source of funding.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

What Are the Typical Entry Requirements for an MPhil?

The typical requirement for an MPhil is a Bachelor’s degree with first-class honours (1st) or upper second class honours (2:1).

Although most universities won’t require a Masters for a stand-alone MPhil, they may if your MPhil registration is for a PhD programme.

Besides suitable qualifications, most MPhils also require a research proposal with your application. This is to show your potential supervisor that you understand the field and have thought about the aims and expected outcomes of your research project.

English Language Requirement

If you are an international student and from a country whose primary language isn’t English, you’re likely to need to sit an English language proficiency test.

You will need to check the requirements for each project you are interested in as the requirements will differ for each university. However, as a guide, the typical requirement for MPhils is a minimum overall IELTS score of 6.5 with at least 6.0 in each category.

Remember that although IELTS is the most common English language test, it is only one of several which are accepted by UK universities.

Life After an MPhil

Having successfully completed a Master of Philosophy, you will no doubt have developed specialised and highly marketable skills . Some of these skills include problem-solving, critical thinking and the ability to form, evaluate and defend ideas.

This will make you favourable amongst employers in analytical and research-based fields. It will also give you a competitive edge over those who don’t have an advanced postgraduate qualification.

Although with suitable experience it’s possible to pursue a career in higher education or advance research, most employers will prioritise applicants who have a PhD and relevant experience. Therefore, if you aspire to a career in academia or complex research, consider whether a PhD would be more beneficial for you.

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MPhil in Education (Education, Globalisation and International Development)

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Course closed:

Education (Education, Globalisation and International Development) is no longer accepting new applications.

The MPhil is offered by the Faculty of Education as a full-time period of research and introduces students to research skills and specialist knowledge. The course will introduce students to a range of contemporary issues of globalisation and international development in the field of education, in order to interrogate the latest theoretically grounded, and empirical research;  Explore the relationship between education and wider socio-economic processes, with a particular focus on countries in the Global South; The programme offers an opportunity to engage with issues of equity and social justice in education and international development from different theoretical lenses and diverse empirical approaches in Southern contexts.

The main educational aims of the course are :

• 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 programme, 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

10 months full-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.

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• International Relations MSt
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MPhil Mathematics Education

Programme: MPhil in Mathematics Education

Objectives of the Programme

The objectives of the programme are to: a. Conduct research at both the basic and tertiary levels on the problems and issues related to mathematics education, especially on the issues impacting on curriculum development; b. Prepare students with the requisite knowledge in mathematics and the needed skills required for effective teaching, learning and applications; c. Afford students with the requisite skills to reconnoiter strategies, new ideas, and specific tools for teaching mathematics at both the basic and tertiary levels. d. Provide leadership in the continuous improvement of the mathematics curriculum and supervision of the delivery at all levels of the educational system. e. Advance research and scholarship in Mathematics education; f. Enforce excellence in the teaching and learning of Mathematics; g. Exhibit the knowledge of Christ, moral uprightness and a passion to serve humanity. h. Become high caliber professionals and lecturers for departments of mathematics in universities and colleges, departments of mathematics in senior and junior high schools, statistics and mathematics education: • who are capable of conducting research into the teaching and learning of mathematics and statistics at all levels of the educational system including the university; • who are capable of conducting research on the problems and issues related to mathematics education; • who will be providing direct services as employees or consultants to the Ministry of Education, the Ghana Education Service and the West African Examinations Council; • who will be providing leadership in the continuous improvement of the mathematics curriculum and supervision of the delivery of the mathematics at all levels of the educational system;

Programme Uniqueness

The current requirement for teaching at the Colleges of Education in Ghana is a research master’s degree. Therefore, mathematics tutors who have completed M.Ed. (Mathematics) programme across the country are not adequately prepared to take on the challenges that the new status of the Colleges of Education has brought into existence. This limitation had been emphasized by the National Council for Tertiary Education. In line with the National development goals, the Master of Philosophy (Mathematics Education) programme will help train more qualified graduate teachers for the second cycle and tertiary institutions in the country.

Entry Requirements

In line with the Admission requirements of the University of Cape Coast, to which the programme is to be affiliated: a) A first degree candidate seeking admission to an MPhil must have obtained a good first degree (at least, a Second Class Lower Division) in Mathematics Education; or: b) Any other Bachelor’s degree (B.A/B.Sc. etc.) in Mathematics. (Certificate/Diploma in Education is an advantage). c) M.Ed. degree holders with Mathematics background may also apply. NOTE: All these qualifications should have been obtained from a recognised university within or without the country.

The programme is a 2 year programme The student must: • obtain a minimum of 60 credits and 2.50 FGPA, • pass all taught courses, • complete and submit thesis report, Fulfill all requirements of the University College, Faculty and Department for graduation

Employment prospects

Job opportunities for the graduates are available in, but not limited to: • Ghana Education Service as heads of school or professional graduate teachers, • Colleges of Education as lecturers, • Public and private educational institutions as heads or tutors, • Curriculum and Research Unit of the Ministry of Education / Ghana Education Service, • Curriculum or training units of public and private educational institutions, • Education Units of Firms / Churches / Institutions / NGOs /Development Agencies etc. • Curriculum or training units of public and private educational institutions • Education Units of Firms / Churches / Institutions / NGOs /Development Agencies etc. Click Here to Apply

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Examples of current PhD and MPhil research students', organised by research centre. Applications are handled by the University's Research Graduate School

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Informatics: ILCC: Language Processing, Speech Technology, Information Retrieval, Cognition PhD, MPhil, MScR

Awards: PhD, MPhil, MScR

Study modes: Full-time, Part-time

Funding opportunities

Programme website: Informatics: ILCC: Language Processing, Speech Technology, Information Retrieval, Cognition

Upcoming Introduction to Postgraduate Study and Research events

Join us online on the 19th June or 26th June to learn more about studying and researching at Edinburgh.

Choose your event and register

Research profile

Strongly interdisciplinary in nature, the Institute for Language, Cognition and Communication ( ILCC ) is dedicated to both basic and applied research in the computational study of language, communication, and cognition, in both humans and machines.

As technology focuses increasingly on language-based communication tools, research into the automation of language processing has become vital. ILCC offers you the broadest research scope in the UK, and a strong computational focus.

Our primary areas of research are:

• natural language processing and computational linguistics
• spoken language processing
• dialogue and multimodal interaction
• information extraction, retrieval, and presentation
• computational theories of human cognition
• educational and assistive technology
• visualisation

Much of our research is applied to software development, in areas as diverse as social media, assisted living, gaming and education.

• ILCC Website

You may find yourself working closely with other departments of the University, particularly the School of Philosophy, Psychology & Language Sciences.

Many of our researchers are involved in cross-disciplinary research centres, for instance:

Centre for Speech Technology Research ( CSTR )

The Centre for Speech Technology Research ( CSTR ) is an interdisciplinary research centre linking Informatics and Linguistics. Founded in 1984, it is now one of the world's largest concentrations of researchers working in the field of language and speech processing.

CSTR is concerned with research in all areas of speech technology including:

• speech recognition
• signal processing
• acoustic phonetics
• information access
• multi-modal interaction
• dialogue systems

The Centre is home to state-of-the-art research facilities including:

• specialised speech and language-orientated computer labs
• a digital recording studio
• perception labs
• a meeting room instrumented with multiple synchronised video cameras and microphones

There is also access to high-performance computer clusters, the University storage area network, a specialist library, and many speech and language databases.

• Centre for Speech Technology Research

Centre for Design Informatics

Data-driven innovation is transforming society and the economy. In the Centre for Design Informatics, we design systems for better human data interaction, in diverse settings such as health, culture, mobility and finance.

We explore design from, with, and by data: the central concern is the design of data flow which sustains and enhances human values. Relevant technologies range from:

• the Internet of things
• blockchains
• data visualisation
• interaction design
• social computing

Programme structure

Find out more about compulsory and optional courses.

We link to the latest information available. Please note that this may be for a previous academic year and should be considered indicative.

Training and support

You will carry out your research within a research group under the guidance of a supervisor. You will be expected to attend seminars and meetings of relevant research groups and may also attend lectures that are relevant to your research topic. Periodic reviews of your progress will be conducted to assist with research planning.

A programme of transferable skills courses facilitates broader professional development in a wide range of topics, from writing and presentation skills to entrepreneurship and career strategies.

The School of Informatics is committed to advancing the representation of women in science, mathematics, engineering and technology. The School is deploying a range of strategies to help female staff and students of all stages in their careers and we seek regular feedback from our research community on our performance.

The award-winning Informatics Forum is an international research facility for computing and related areas. It houses more than 400 research staff and students, providing office, meeting and social spaces.

Amongst other research facilities, it also contains:

• several robotics labs
• an instrumented multimedia room
• eye-tracking and motion capture systems
• a full recording studio

Its spectacular atrium plays host to many events, from industry showcases and student hackathons to major research conferences.

Nearby teaching facilities include:

• computer and teaching labs with more than 250 machines
• 24-hour access to IT facilities for students
• comprehensive support provided by dedicated computing staff

Among our entrepreneurial initiatives is Informatics Ventures - set up to support globally ambitious software companies in Scotland, and nurture a technology cluster to rival Boston, Pittsburgh, Kyoto and Silicon Valley.

Career opportunities

While many of our graduates pursue an academic career, others find their skills are highly sought after in the technology industry. A number of our students serve internships with large UK and international software developers, while others take up positions with major social media companies.

Entry requirements

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK 2:1 honours degree, or its international equivalent, typically in an area of informatics, such as artificial intelligence, cognitive science or computer science. You should have experience in computer programming.

We may also consider a UK 2:1 honours degree, or its international equivalent, in engineering, linguistics, mathematics, philosophy, physics or psychology.

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 6.5 with at least 6.0 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 92 with at least 20 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 176 with at least 169 in each component.
• Trinity ISE : ISE II with distinctions in all four components.
• PTE Academic: total 62 with at least 59 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

• Academic Technology Approval Scheme

If you are not an EU , EEA or Swiss national, you may need an Academic Technology Approval Scheme clearance certificate in order to study this programme.

Fees and costs

Scholarships and funding, featured funding.

• School of Informatics scholarships for research students
• Research scholarships for international students
• Edinburgh Doctoral College Scholarship

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK's governments.

The type and amount of financial support you are eligible for will depend on:

• your programme
• the duration of your studies
• your residency status.

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• IGS Admissions Administrator
• Phone: +44 (0)131 650 3091
• Contact: [email protected]
• School of Informatics Graduate School
• Office 3.42, Informatics Forum
• Central Campus
• Programme: Informatics: ILCC: Language Processing, Speech Technology, Information Retrieval, Cognition
• School: Informatics
• College: Science & Engineering

Select your programme and preferred start date to begin your application.

PhD Informatics: ILCC: Language Processing, Speech Technology, Information Retrieval, Cognition - 3 Years (Full-time)

Phd informatics: ilcc: language processing, speech technology, information retrieval, cognition - 6 years (part-time), mphil informatics: ilcc: language processing, speech technology, information retrieval, cognition - 2 years (full-time), mphil informatics: ilcc: language processing, speech technology, information retrieval, cognition - 4 years (part-time), msc by research informatics: ilcc: language processing, speech technology, information retrieval, cognition - 1 year (full-time), msc by research informatics: ilcc: language processing, speech technology, information retrieval, cognition - 2 years (part-time), application deadlines.

Applications for 2024/25 entry are now open and can be submitted all year round.

Please submit your completed application at least three months prior to desired entry date.

If you want to be considered for School funded PhD scholarships you must apply by one of two rounds:

Please note that some University and School scholarships require separate applications via the Scholarships portal.

(Revised 25 October 2023 to update application deadlines)

(Revised 15 February 2024 to extend the round 2 application deadline)

• How to apply

You must submit two references with your application.

You must submit an application via the EUCLID application portal and provide the required information and documentation. This will include submission of:

• a Curriculum Vitae (CV)
• a research proposal (2-5 pages long)
• degree certificates and official transcripts of all completed and in-progress degrees (plus certified translations if academic documents are not issued in English).
• two academic references

Only complete applications will progress forward to the academic selection stage.

Read through detailed guidance on how to apply for a PGR programme in the School of Informatics:

• School of Informatics PGR Application Guidance

Find out more about the general application process for postgraduate programmes:

Search form

Fellowship recipients to continue their studies in the u.k..

Top row, from left, Paulina Pimentel-Mora, Tony Wang,Galia Newberger, Ellie Burke, and Giuliana Pavanelli Durón. Second row, Yosef Malka, Joshua Nguyen, Anjali Mangla, Sophie Kane, and Vijay Pathak.

Eight Yale seniors and two recent graduates have been awarded fellowships from various organizations for graduate study in the United Kingdom.

These are in addition to students, previously announced in Yale News, who have won Rhodes and Marshall scholarships.

The fellowship winners and their awards follow:

Ellie Burke , who is studying history at Yale, was awarded a Paul Mellon fellowship to pursue an M.Phil. degree in World History at the University of Cambridge. For her thesis project, Burke, who is originally from Kansas City, examined the impacts of the South African musical “Sarafina!” on anti-apartheid protest in the United States with advisor Professor Daniel Magaziner. At Cambridge, she will expand this project to more broadly examine the role of anti-apartheid theater in the United Kingdom. During her time at Yale, Burke produced multiple independent theater shows, sang in a cappella groups, and served in arts leadership roles including Outreach Coordinator for the executive board of the Yale Dramatic Association. She also worked as a barista in the Silliman student-run coffee shop, served as a First-Year Outdoor Orientation (FOOT) Leader, and is currently finishing her year as a First-Year Counselor in Silliman.

Giuliana Pavanelli Durón , who will graduate from Yale with a degree in Urban Studies and Architecture, was awarded a Paul Mellon Fellowship for graduate study at the University of Cambridge, where she will pursue an M.Phil. degree in Architecture and Urban Studies. As an Edward A. Bouchet Research Fellow, she has explored the history of landscape architecture in Mexico City, focusing on how the Mexican Revolution affected the design of urban parks and citizens’ relationship to land. In her thesis, she has explored the political and cultural dimensions of water infrastructure in Mexico City. She addresses how Indigenous histories and colonial legacies have been memorialized in hydrologic monuments within the city’s parks, specifically El Bosque de Chapultepec. She has also interned at the Housing and Health Equity Lab, analyzing the effects of pandemic-era moratoriums on housing-insecure individuals. As an Urban Fellow, Giuliana also works on data analysis for New Haven's Fair Rent and Housing Commission, advocating for tenant rights and healthy living conditions. Her research at Cambridge will focus on urban gardens in Mexico City, with an emphasis on how these community spaces serve as a source for alternative planning strategies based on grassroots practices. 

Sophie Kane , a Senegalese-American who has grown up across seven countries, is an American Studies major aspiring to a career at the intersection of law and social policy. On the Yale campus, she served as the first president of the Yale Votes student organization and led the Intercultural and Social Justice program at the AFAM House. In her senior thesis, she compares restorative and reparatory justice commissions in the United States and South Africa. As an undergraduate, she has worked on a presidential campaign, in Congress, and at two nonprofit policy advocacy organizations: Solitary Watch and the Legal Action Center. She has been a Women in Government and Arthur Liman Fellow and is a former student of the Brady-Johnson Program in Grand Strategy. This summer, she will work at the Public Defender Service for the District of Columbia before pursuing a Master of Science (M.Sc.) degree in comparative social policy at Oxford in the fall. At Oxford, she will investigate targeted universalism as a strategic tool to reinvent American welfare.

Yosef Malka , a history major whose academic interests lie in the history of political thought, modern Jewish history, and legal theory, was awarded a Paul Mellon Fellowship to pursue an M.Phil. degree in political thought and intellectual history at Cambridge University. Malka, who is from Rockville, Maryland, will examine 20th-century debates over minority rights, the nation-state, and liberalism while at Cambridge. During his time at Yale, Malka served as co-editor-in-chief of Shibboleth, Yale’s undergraduate journal of Jewish studies, worked as an editorial assistant for the Yale Law Journal, interned for the Office of the New York State attorney general, co-led a Sephardic singing group, and founded a student forum for the study of political theory.

Anjali Mangla , who is completing a double major in Neuroscience and Global Affairs, received a Rotary Global Grant Scholarship that will allow her to pursue a master’s degree in Global Health Policy at London School of Tropical Hygiene and Medicine and London School of Economics. Mangla is interested in global health policymaking, particularly in investigating sustainable financing mechanisms for global health care policy and community-based initiatives. She is currently leading the HAVEN Free Clinic’s pilot “Food as Medicine” program, and, as the clinic’s community relations and advocacy director, has started a variety of initiatives such as reproductive health workshops with Planned Parenthood, and advocacy with the HUSKY4Immigrants Coalition to expand access to public health coverage for all eligible Connecticut residents regardless of immigration status. She has also engaged with the New Haven community through Community Health Educators and volunteering at the hospital and with IRIS' family literacy program. During spring break, she traveled to Liberia to learn more about global health initiative funding for her capstone project on the need for more indirect cost funding for low- and middle-income countries. She hopes to pioneer sustainable global health financing policies with a focus on mitigating noncommunicable diseases in the future.

Galia Newberger  was awarded the King’s-Yale Fellowship to pursue an M.Phil. degree in politics and international studies at the University of Cambridge. She will study the rise of illiberalism in Central and Eastern Europe, particularly in the Czech Republic, Hungary, Poland, and Slovakia. At Yale, she double majored in Humanities and Political Science, and her joint senior essay explored what Plato’s Republic can teach modern readers about preventing a backsliding of democracy. Newberger competes on Yale’s Model United Nations team, and previously served as communications director for the Yale College Democrats and as managing editor at the Yale Daily News Magazine. Outside of Yale, she has served as a legislative and communications intern for U.S. Rep. Jan Schakowsky, D-Illinois, as a political advocacy intern at the ACLU, and as an intern at the Federal Defenders of New York.

Joshua Nguyen , who graduated from Yale in 2023 with a Bachelor of Science degree in Molecular, Cellular and Developmental Biology , was awarded the Rotary Global Grant Scholarship to pursue an M.Sc. degree in Digital Health at the University of Oxford. During his time at Yale, Nguyen worked as a research assistant at the Yale School of Medicine, investigating the underlying genetic mechanisms of lymphedema, and was recognized as a Dean’s Research Fellow and STARS II Scholar. His interest in health care equity will guide his studies at Oxford, where he plans to delve into leveraging digital health innovations to serve marginalized populations. While at Yale he spearheaded patient care initiatives for uninsured individuals at the HAVEN Free Clinic and Yale New Haven Hospital, and serving as an ESL tutor for refugees and immigrants in the New Haven area. He was also a peer liaison for Yale’s Asian American Cultural Center, the president of Yale Outdoors, and a clarinetist and recorderist in various music ensembles. He aspires to a career dedicated to improving health equity, with a focus on supporting uninsured and low-income communities.

Vijay Pathak , a senior from Luxembourg and France who will graduate with a Bachelor of Arts degree in Ethics, Politics, and Economics, has been awarded the Rotary Global Grant to pursue studies in European Politics and international conflict prevention in the United Kingdom. His academic interests lie at the intersections of statecraft, international law, and the foreign and security policies of the EU and United States. He has pursued these interests at Yale as a scholar in the Brady-Johnson Program in Grand Strategy and also as a Fellow of the Peace, Dialogue, and Leadership Initiative. Pathak has worked as a research assistant at Yale Law School on the United Nations Legal Committee’s efforts to introduce legal frameworks on crimes against humanity, and is also a European Studies Undergraduate Fellow at the Yale MacMillan Center. He has completed coursework in international relations at Bocconi University in Milan, international law at the University of Oxford, and South Asian Studies at the University of Wisconsin-Madison as a recipient of the Yale SASC Light Fellowship.

Paulina Pimentel-Mora , who graduated from Yale in 2023 with a Bachelor of Arts degree in political science, has been awarded the Sidney Hellman Ehrman Studentship pursue a M.Phil. degree in health, medicine, and society at King’s College, Cambridge. Her research will delve into the realm of reproductive autonomy within health care systems, employing a comparative approach to analyze reproductive policies and the diverse factors influencing women’s reproductive decisions. A first-generation community college transfer student at Yale, Pimental-Mora served as a transfer peer advisor, admissions officer blogger, and residential teaching assistant with Yale Pathways to Science and the Yale School of Art’s “The Way We See It” workshop. She was also a member of the Yale College Student Health Advisory Council and participated in the Political Science Undergraduate Advisory Committee, in addition to working at the Yale University Art Gallery. Outside of Yale, she was a 2022 Centers for Disease Control and Prevention Future Public Health Scholar at the University of Michigan, where she was awarded the 2022-2023 CDC Williams-Hutchins Health Equity Award for her work as a COVID-19 case investigator.

Tony Wang , a double major in Near Eastern Languages & Civilizations and History of Art at Yale, has been awarded the 2024 Henry Fellowship to pursue postgraduate studies in Asian and Middle Eastern Studies at Oxford University. His academic pursuits are deeply anchored in the ancient history and archaeology of the Silk Road, with a keen focus on the Buddhist and Persian material cultures that flourished within Central Asia's heartlands. An active member of the “Guardian of Bamiyan and Gandhara” initiative, Wang is committed to the preservation of cultural heritage and the advancement of local education in the historically rich regions of Afghanistan and Pakistan. He also served as a curator and educator at the Yale Art Gallery, the UNESCO-recognized Dunhuang Academy, the Iran National Museum, and the Tsinghua University Art Gallery. He served as a research assistant with Professor Valerie Hanson, in Yale’s Department of History, and as a junior researcher at the Institution of Global Art History at Shanghai International University.

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