Course Structure and Credit Distribution
The curriculum at Dr P A Inamdar University Pune is structured to ensure a balanced blend of foundational knowledge, specialized learning, and practical application. The program spans eight semesters with a total of 160 credits required for graduation.
| Semester | Course Code | Course Title | Credits (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| I | EDU101 | Introduction to Education | 3-0-0-3 | - |
| I | EDU102 | Psychology of Learning | 3-0-0-3 | - |
| I | EDU103 | Foundations of Pedagogy | 3-0-0-3 | - |
| I | EDU104 | Teaching Methodology | 3-0-0-3 | - |
| I | SCI101 | Basic Science Concepts | 3-0-0-3 | - |
| I | SCI102 | Mathematics for Education | 3-0-0-3 | - |
| I | LAB101 | Lab Practices in Education | 0-0-3-1 | - |
| II | EDU201 | Child Development and Psychology | 3-0-0-3 | EDU102 |
| II | EDU202 | Educational Assessment Techniques | 3-0-0-3 | - |
| II | EDU203 | Curriculum Design Principles | 3-0-0-3 | EDU103 |
| II | EDU204 | Classroom Management | 3-0-0-3 | - |
| II | SCI201 | Statistics in Education | 3-0-0-3 | SCI102 |
| II | LAB201 | Educational Technology Lab | 0-0-3-1 | - |
| III | EDU301 | Digital Learning Platforms | 3-0-0-3 | EDU204 |
| III | EDU302 | Inclusive Education | 3-0-0-3 | EDU201 |
| III | EDU303 | Educational Research Methods | 3-0-0-3 | EDU202 |
| III | EDU304 | Learning Analytics | 3-0-0-3 | SCI201 |
| III | DEPT301 | Advanced Pedagogy | 3-0-0-3 | - |
| III | LAB301 | Data Visualization Lab | 0-0-3-1 | - |
| IV | EDU401 | Educational Policy Analysis | 3-0-0-3 | EDU303 |
| IV | EDU402 | Instructional Design | 3-0-0-3 | - |
| IV | EDU403 | Community-Based Learning | 3-0-0-3 | EDU302 |
| IV | EDU404 | Educational Leadership | 3-0-0-3 | - |
| IV | DEPT401 | Learning Theories in Practice | 3-0-0-3 | - |
| IV | LAB401 | Capstone Project Lab | 0-0-3-1 | - |
| V | EDU501 | Educational Technology Innovation | 3-0-0-3 | EDU401 |
| V | EDU502 | Advanced Learning Analytics | 3-0-0-3 | EDU403 |
| V | EDU503 | Educational Ethics and Values | 3-0-0-3 | - |
| V | DEPT501 | Specialized Elective I | 3-0-0-3 | - |
| V | DEPT502 | Specialized Elective II | 3-0-0-3 | - |
| V | LAB501 | Research Lab | 0-0-3-1 | - |
| VI | EDU601 | Global Education Trends | 3-0-0-3 | EDU501 |
| VI | EDU602 | Entrepreneurship in Education | 3-0-0-3 | - |
| VI | DEPT601 | Advanced Elective I | 3-0-0-3 | - |
| VI | DEPT602 | Advanced Elective II | 3-0-0-3 | - |
| VI | LAB601 | Capstone Research Lab | 0-0-3-1 | - |
| VII | EDU701 | Internship I | 0-0-0-6 | - |
| VIII | EDU801 | Internship II | 0-0-0-6 | - |
| VIII | EDU802 | Final Capstone Project | 0-0-0-12 | - |
Advanced Departmental Elective Courses
The department offers a range of advanced elective courses designed to deepen students' understanding and expertise in specialized areas:
- Virtual Reality in Learning Environments: This course explores the use of VR technologies to create immersive educational experiences. Students learn how to design, develop, and evaluate VR-based learning modules using industry-standard tools.
- AI-Powered Personalized Learning Systems: Focused on integrating artificial intelligence into adaptive learning platforms, this course covers machine learning algorithms used in personalization, recommendation engines, and intelligent tutoring systems.
- Cognitive Psychology in Education: Examines how cognitive processes such as memory, attention, and perception influence learning outcomes. Students apply psychological theories to design effective educational interventions.
- Educational Data Mining: Introduces students to techniques for extracting meaningful patterns from large datasets in education. Topics include clustering, classification, regression analysis, and predictive modeling.
- Design Thinking for Education: Emphasizes human-centered design principles in educational contexts. Students learn to empathize with learners, define problems, ideate solutions, prototype ideas, and test designs iteratively.
- Educational Equity and Social Justice: Analyzes the role of education in promoting social justice and reducing inequalities. Students explore historical and contemporary issues related to access, equity, inclusion, and cultural responsiveness.
- Open Educational Resources (OER) Development: Provides hands-on experience in creating, curating, and sharing open educational resources. Students learn about licensing, metadata standards, and digital repositories.
- Neuroscience of Learning: Explores the neural mechanisms underlying learning and memory. This course bridges neuroscience with pedagogy to inform evidence-based teaching practices.
- Educational Policy Evaluation: Teaches students how to evaluate educational policies using qualitative and quantitative methods. Students analyze real-world policy cases to understand their impact on learners and institutions.
- Leadership in Educational Institutions: Prepares future leaders in schools, universities, and non-profit organizations. Topics include organizational behavior, strategic planning, change management, and stakeholder engagement.
Project-Based Learning Philosophy
The department strongly believes in project-based learning as a means to foster critical thinking, creativity, and collaboration among students. Projects are designed to be authentic, relevant, and aligned with real-world challenges in the field of education.
Mini-projects are introduced in the second year, where students work in teams to solve specific educational problems using research methods and design thinking principles. These projects are assessed based on their feasibility, innovation, impact potential, and presentation quality.
The final-year capstone project involves a comprehensive investigation into a chosen topic within the field of education. Students select a mentor from faculty who has expertise in their area of interest and work closely with them to develop a research proposal, conduct fieldwork, analyze data, and present findings through a formal report and oral defense.
Faculty mentors are selected based on their alignment with student interests and availability. The selection process is transparent and involves a review of faculty profiles, past projects, and availability for supervision. Students are encouraged to propose topics that reflect current trends in education or emerging areas of research.