Curriculum Overview
The curriculum for the Education program at Duke International University Namchi is structured to provide a comprehensive and progressive learning experience over four years. The program integrates foundational knowledge with specialized skills, ensuring that students are well-prepared for careers in diverse educational settings.
Semester-wise Course Structure
The following table outlines the course structure across all eight semesters of the program:
| Year | Semester | Course Code | Course Title | Credits (L-T-P-C) | Prerequisites |
|---|---|---|---|---|---|
| Year 1 | Semester 1 | EDU101 | Introduction to Educational Psychology | 3-0-0-3 | - |
| EDU102 | Philosophy of Education | 3-0-0-3 | - | ||
| EDU103 | Foundations of Teaching and Learning | 3-0-0-3 | - | ||
| EDU104 | Introduction to Educational Research | 3-0-0-3 | - | ||
| Year 1 | Semester 2 | EDU201 | Child Development and Behavior | 3-0-0-3 | EDU101 |
| EDU202 | Learning Theories and Applications | 3-0-0-3 | EDU101 | ||
| EDU203 | Educational Assessment Techniques | 3-0-0-3 | EDU104 | ||
| EDU204 | Technology in Education | 3-0-0-3 | - | ||
| Year 2 | Semester 3 | EDU301 | Curriculum Design and Evaluation | 3-0-0-3 | EDU201, EDU202 |
| EDU302 | Inclusive Education Strategies | 3-0-0-3 | EDU101 | ||
| EDU303 | Instructional Design Principles | 3-0-0-3 | EDU201, EDU202 | ||
| EDU304 | Assessment and Evaluation Techniques | 3-0-0-3 | EDU203 | ||
| Year 2 | Semester 4 | EDU401 | Educational Leadership and Administration | 3-0-0-3 | EDU301, EDU302 |
| EDU402 | Special Education | 3-0-0-3 | EDU201, EDU302 | ||
| EDU403 | Language and Literacy Education | 3-0-0-3 | EDU103 | ||
| EDU404 | Community-Based Education | 3-0-0-3 | EDU201, EDU301 | ||
| Year 3 | Semester 5 | EDU501 | Advanced Educational Psychology | 3-0-0-3 | EDU101, EDU201 |
| EDU502 | Educational Research and Methodology | 3-0-0-3 | EDU104, EDU203 | ||
| EDU503 | Technology in Modern Education | 3-0-0-3 | EDU204 | ||
| EDU504 | Educational Policy and Planning | 3-0-0-3 | EDU301, EDU401 | ||
| Year 3 | Semester 6 | EDU601 | Advanced Curriculum Development | 3-0-0-3 | EDU301, EDU501 |
| EDU602 | Global Education Perspectives | 3-0-0-3 | EDU401, EDU504 | ||
| EDU603 | Learning Analytics and Data Interpretation | 3-0-0-3 | EDU203, EDU502 | ||
| EDU604 | Higher Education Management | 3-0-0-3 | EDU401, EDU501 | ||
| Year 4 | Semester 7 | EDU701 | Capstone Project in Education | 3-0-0-3 | All previous courses |
| EDU702 | Internship in Educational Institutions | 3-0-0-3 | EDU401, EDU501 | ||
| EDU703 | Educational Innovation and Entrepreneurship | 3-0-0-3 | EDU601, EDU602 | ||
| EDU704 | Advanced Topics in Educational Psychology | 3-0-0-3 | EDU501, EDU502 | ||
| Year 4 | Semester 8 | EDU801 | Final Thesis in Education | 3-0-0-3 | EDU701, EDU702 |
| EDU802 | Professional Portfolio Development | 3-0-0-3 | EDU701, EDU702 | ||
| EDU803 | Research Capstone and Presentation | 3-0-0-3 | EDU801 | ||
| EDU804 | Capstone Project Defense and Evaluation | 3-0-0-3 | EDU801, EDU802 |
Advanced Departmental Electives
The department offers a range of advanced elective courses designed to deepen students' understanding of specialized areas within education. These courses are offered based on faculty expertise and current trends in the field:
EDU301 - Curriculum Design and Evaluation
This course explores the principles and practices of curriculum design, focusing on how educational goals are translated into meaningful learning experiences. Students learn to evaluate existing curricula and develop new frameworks that align with contemporary pedagogical standards.
EDU502 - Educational Research and Methodology
This course provides students with a deep understanding of research methodologies used in education, including quantitative and qualitative approaches. It emphasizes the importance of evidence-based practice in educational decision-making.
EDU603 - Learning Analytics and Data Interpretation
Students are introduced to tools and techniques for analyzing learning data. This course covers statistical methods, data visualization, and how insights from analytics can be used to improve student outcomes.
EDU701 - Capstone Project in Education
This course allows students to apply their knowledge by working on a comprehensive project that addresses a real-world educational challenge. It involves extensive research, collaboration with faculty mentors, and presentation of findings.
EDU801 - Final Thesis in Education
The final thesis is an independent research project where students explore a topic of interest in depth. This course supports critical thinking, academic writing, and professional development skills essential for advanced study or careers in education.
Project-Based Learning Philosophy
The department places a strong emphasis on project-based learning (PBL) as a core component of the educational experience. PBL encourages students to engage actively with real-world problems, collaborate with peers, and develop critical thinking and problem-solving skills.
Mini-Projects
Throughout the program, students engage in mini-projects that span various areas of education. These projects are designed to be manageable yet challenging, allowing students to apply theoretical concepts in practical settings.
Final-Year Thesis/Capstone Project
The final-year thesis is a significant undertaking that allows students to explore an area of personal interest within the field of education. The process includes selecting a topic, conducting research, and presenting findings to faculty and peers. Students work closely with a faculty mentor throughout this process.
Project Selection Process
Students are encouraged to select projects that align with their interests and career aspirations. Faculty mentors guide students through the selection process, helping them identify feasible topics and develop appropriate research questions. Projects often involve collaboration with local schools, NGOs, or educational organizations.
Evaluation Criteria
Projects are evaluated based on several criteria including originality of ideas, rigor of research, clarity of presentation, and relevance to current educational challenges. Feedback from faculty mentors is integral to the learning process and helps students refine their skills.