Comprehensive Course Structure
| Semester | Course Code | Course Title | Credit (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | - |
| 1 | EDU102 | Psychology of Learning | 3-0-0-3 | - |
| 1 | EDU103 | Sociology of Education | 3-0-0-3 | - |
| 1 | EDU104 | Philosophy of Education | 3-0-0-3 | - |
| 1 | EDU105 | Introduction to Educational Research | 2-0-0-2 | - |
| 1 | EDU106 | English for Academic Purposes | 3-0-0-3 | - |
| 2 | EDU201 | Child Development and Psychology | 3-0-0-3 | EDU102 |
| 2 | EDU202 | Curriculum Development | 3-0-0-3 | EDU101 |
| 2 | EDU203 | Educational Assessment and Evaluation | 3-0-0-3 | EDU105 |
| 2 | EDU204 | Teaching Methodologies | 3-0-0-3 | - |
| 2 | EDU205 | Learning Technologies | 2-0-0-2 | - |
| 2 | EDU206 | History of Education | 3-0-0-3 | - |
| 3 | EDU301 | Inclusive Education Practices | 3-0-0-3 | EDU201, EDU202 |
| 3 | EDU302 | Digital Pedagogy | 3-0-0-3 | EDU205 |
| 3 | EDU303 | Research Design and Statistics | 3-0-0-3 | EDU105 |
| 3 | EDU304 | Educational Leadership and Management | 3-0-0-3 | - |
| 3 | EDU305 | Global Education Systems | 3-0-0-3 | - |
| 3 | EDU306 | Field Practicum I | 2-0-0-2 | - |
| 4 | EDU401 | Advanced Curriculum Design | 3-0-0-3 | EDU202, EDU301 |
| 4 | EDU402 | Learning Analytics and Data Interpretation | 3-0-0-3 | EDU303 |
| 4 | EDU403 | Educational Technology Integration | 3-0-0-3 | EDU205, EDU302 |
| 4 | EDU404 | Policy Analysis in Education | 3-0-0-3 | EDU202, EDU305 |
| 4 | EDU405 | Field Practicum II | 2-0-0-2 | EDU306 |
| 4 | EDU406 | Capstone Project | 4-0-0-4 | All previous courses |
Detailed Course Descriptions
Introduction to Education (EDU101): This foundational course introduces students to the diverse field of education, exploring its historical roots, philosophical foundations, and modern applications. Students will engage with key concepts such as pedagogy, curriculum theory, educational policy, and societal impact of education.
Psychology of Learning (EDU102): This course explores cognitive, behavioral, and social aspects of learning from a psychological perspective. Topics include memory systems, motivation theories, developmental psychology, and the role of emotions in learning processes.
Sociology of Education (EDU103): An exploration of how sociological factors influence educational systems and practices. Students will study issues such as class, race, gender, and culture in education, along with the role of schools in socialization and inequality.
Philosophy of Education (EDU104): This course delves into major philosophical traditions that shape educational thought, including idealism, realism, pragmatism, existentialism, and constructivism. Students will critically analyze the implications of these philosophies on curriculum design and teaching practices.
Introduction to Educational Research (EDU105): Provides an overview of research methodologies used in education. Students learn about qualitative and quantitative methods, data collection techniques, ethical considerations, and how to evaluate existing research literature.
Child Development and Psychology (EDU201): Focuses on developmental stages from infancy through adolescence, examining cognitive, emotional, and social development. The course emphasizes practical applications in educational settings and the role of educators in supporting healthy development.
Curriculum Development (EDU202): This course introduces students to the principles and processes involved in curriculum design. Students will learn about curriculum planning, implementation, and evaluation strategies, with a focus on aligning curricula with national standards and learning outcomes.
Educational Assessment and Evaluation (EDU203): Covers various assessment methods and their application in measuring student achievement and program effectiveness. Students will study formative and summative assessments, standardized testing, rubrics, and portfolio-based evaluations.
Teaching Methodologies (EDU204): Explores different teaching strategies and approaches used in various educational contexts. Students will examine traditional methods like lectures and discussions alongside innovative techniques such as inquiry-based learning and project-based instruction.
Learning Technologies (EDU205): Introduces the use of digital tools and technologies in education. Students will explore how technology can enhance learning experiences, including virtual reality, adaptive learning platforms, and mobile applications for educational purposes.
History of Education (EDU206): Traces the evolution of education from ancient civilizations to contemporary systems. Students will examine influential educators, major reforms, and historical events that shaped modern educational practices.
Inclusive Education Practices (EDU301): Focuses on creating equitable learning environments for all students. Topics include special needs education, cultural responsiveness, disability inclusion, and strategies for supporting marginalized learners.
Digital Pedagogy (EDU302): Examines how digital tools can be integrated into teaching practices to enhance student engagement and learning outcomes. Students will explore online learning platforms, multimedia presentations, gamification, and social media in education.
Research Design and Statistics (EDU303): Provides students with the skills necessary to conduct rigorous educational research. The course covers experimental design, statistical analysis, hypothesis testing, and data interpretation using software tools.
Educational Leadership and Management (EDU304): Prepares students for leadership roles in educational institutions. Topics include organizational behavior, strategic planning, change management, and ethical decision-making in education.
Global Education Systems (EDU305): Compares educational systems across different countries and cultures. Students will study international policies, comparative practices, and global challenges facing education today.
Project-Based Learning Philosophy
The department at G L A University Mathura strongly believes in project-based learning as a cornerstone of effective education. Projects are designed to be student-centered, engaging, and relevant to real-world contexts. The mini-projects undertaken in the second year provide students with opportunities to apply theoretical concepts in practical settings, often involving collaboration with local schools or educational organizations.
The final-year thesis/capstone project is a comprehensive endeavor that allows students to explore an area of personal interest within the field of education. Students are guided by faculty mentors who help them refine their research questions, develop methodologies, and present findings through presentations, reports, and peer reviews. The selection process involves a proposal submission followed by mentor allocation based on student preferences and faculty expertise.
Projects are evaluated using rubrics that assess creativity, critical thinking, collaboration, communication, and technical skill. The department encourages interdisciplinary approaches, where students may combine insights from psychology, sociology, technology, and policy to create holistic solutions to educational challenges.