Comprehensive Course Structure
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Pre-requisites |
|---|---|---|---|---|
| I | EDU101 | Introduction to Education | 3-0-0-3 | - |
| I | EDU102 | Child Psychology and Development | 3-0-0-3 | - |
| I | EDU103 | Teaching Methodology | 3-0-0-3 | - |
| I | EDU104 | Introduction to Educational Technology | 2-0-2-3 | - |
| I | EDU105 | English for Academic Purposes | 2-0-0-2 | - |
| II | EDU201 | Educational Philosophy and History | 3-0-0-3 | EDU101 |
| II | EDU202 | Assessment and Evaluation Techniques | 3-0-0-3 | EDU101 |
| II | EDU203 | Classroom Management | 3-0-0-3 | EDU101 |
| II | EDU204 | Digital Literacy in Education | 2-0-2-3 | EDU104 |
| III | EDU301 | Curriculum Design and Development | 3-0-0-3 | EDU201 |
| III | EDU302 | Special Needs Education | 3-0-0-3 | EDU102 |
| III | EDU303 | Educational Research Methods | 3-0-0-3 | EDU202 |
| IV | EDU401 | Advanced Pedagogy | 3-0-0-3 | EDU301 |
| IV | EDU402 | Educational Leadership | 3-0-0-3 | EDU301 |
| IV | EDU403 | Technology Integration in Classrooms | 2-0-2-3 | EDU104 |
| V | EDU501 | Inclusive Education Practices | 3-0-0-3 | EDU302 |
| V | EDU502 | Educational Policy and Administration | 3-0-0-3 | EDU401 |
| V | EDU503 | Internship in Educational Institutions | 0-0-6-6 | EDU402 |
| V | EDU504 | Capstone Project | 0-0-0-12 | EDU503 |
| V | EDU505 | Educational Innovation and Entrepreneurship | 2-0-2-3 | EDU401 |
| V | EDU506 | Student Teaching Practicum | 0-0-6-6 | EDU503 |
Advanced Departmental Electives
The following advanced elective courses are offered to deepen students' understanding and specialization:
- Educational Technology in Rural Settings: This course explores how digital tools can be effectively implemented in underserved communities. Students learn about infrastructure limitations, resource allocation, and sustainable models for tech adoption.
- Learning Analytics and Data Interpretation: Students gain skills in analyzing student performance data to improve learning outcomes and personalize instruction strategies using statistical methods.
- Global Trends in Education: An overview of international educational systems, focusing on comparative analysis, policy frameworks, and reform movements across different countries.
- Child-Centered Learning Approaches: Focuses on designing learning environments that prioritize the needs, interests, and experiences of children, using participatory and constructivist methods.
- Assessment for Learning: A deep dive into formative assessment techniques, diagnostic tools, and how continuous feedback improves student engagement and academic success.
- Early Childhood Curriculum Design: Designed to equip students with the knowledge needed to create age-appropriate curricula for toddlers and preschoolers, incorporating play-based learning and developmental milestones.
- Special Needs Education: Legal and Ethical Frameworks: Examines legal protections and ethical guidelines related to special needs education, including disability rights, inclusive practices, and policy implementation.
- Educational Leadership in Schools: Prepares students for leadership roles in educational institutions by exploring organizational behavior, change management, and strategic planning.
- Gender-Inclusive Pedagogy: Explores how gender dynamics influence learning environments and develops strategies to create inclusive classrooms that support all learners regardless of gender identity.
- Design Thinking for Education: Introduces design thinking principles to solve complex educational problems, focusing on empathy, ideation, prototyping, and testing solutions in real-world contexts.
Project-Based Learning Philosophy
Our department believes that project-based learning is essential for developing critical thinking, collaboration, and practical application skills. Students begin with mini-projects in their second year, focusing on specific educational challenges or topics. These projects are typically completed in teams and involve research, planning, implementation, and presentation.
The final-year capstone project involves a substantial, real-world problem related to education. Students select their own projects, often working closely with faculty mentors from relevant fields such as psychology, sociology, or educational technology.
Projects are evaluated based on the following criteria:
- Clarity of objective and scope
- Research quality and depth
- Practicality and relevance to current educational issues
- Collaboration and communication skills demonstrated
- Presentation and documentation standards