Course Structure Overview
The Education program at Guru Nanak University Hyderabad is structured over 8 semesters with a carefully curated blend of core courses, departmental electives, science electives, and laboratory components to ensure comprehensive learning and practical exposure.
Semester-wise Course Listing
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | - |
| 1 | EDU102 | Child Psychology | 3-0-0-3 | - |
| 1 | EDU103 | Teaching Methodology | 3-0-0-3 | - |
| 1 | SCI101 | Science for Educators | 2-0-0-2 | - |
| 2 | EDU201 | Curriculum Planning | 3-0-0-3 | EDU101, EDU102 |
| 2 | EDU202 | Educational Assessment | 3-0-0-3 | EDU101, EDU102 |
| 2 | EDU203 | Philosophy of Education | 3-0-0-3 | EDU101, EDU102 |
| 2 | SCI201 | Mathematics for Educators | 2-0-0-2 | - |
| 3 | EDU301 | Learning Theories | 3-0-0-3 | EDU201, EDU202 |
| 3 | EDU302 | Educational Psychology | 3-0-0-3 | EDU102, EDU201 |
| 3 | EDU303 | Inclusive Education | 3-0-0-3 | EDU201, EDU202 |
| 3 | SCI301 | Physics for Educators | 2-0-0-2 | - |
| 4 | EDU401 | Educational Technology | 3-0-0-3 | EDU301, EDU302 |
| 4 | EDU402 | Research Methodology | 3-0-0-3 | EDU301, EDU302 |
| 4 | EDU403 | Educational Policy | 3-0-0-3 | EDU301, EDU302 |
| 4 | SCI401 | Biology for Educators | 2-0-0-2 | - |
| 5 | EDU501 | Special Needs Education | 3-0-0-3 | EDU401, EDU402 |
| 5 | EDU502 | Early Childhood Education | 3-0-0-3 | EDU401, EDU402 |
| 5 | EDU503 | Advanced Teaching Strategies | 3-0-0-3 | EDU401, EDU402 |
| 5 | EDU504 | Field Experience | 0-0-6-3 | EDU401, EDU402 |
| 6 | EDU601 | Capstone Project I | 0-0-12-6 | EDU501, EDU502 |
| 6 | EDU602 | Curriculum Development | 3-0-0-3 | EDU501, EDU502 |
| 6 | EDU603 | Advanced Educational Research | 3-0-0-3 | EDU501, EDU502 |
| 7 | EDU701 | Capstone Project II | 0-0-12-6 | EDU601, EDU602 |
| 7 | EDU702 | Internship | 0-0-6-3 | EDU601, EDU602 |
| 7 | EDU703 | Educational Leadership | 3-0-0-3 | EDU601, EDU602 |
| 8 | EDU801 | Final Year Thesis | 0-0-12-9 | EDU701, EDU702 |
| 8 | EDU802 | Policy Evaluation | 3-0-0-3 | EDU701, EDU702 |
Advanced Departmental Electives
Educational Technology: This course explores the integration of digital tools and platforms in education. Students learn about learning management systems, educational software development, virtual reality applications in classrooms, and data analytics in education. The course emphasizes practical implementation through hands-on labs and real-world projects.
Curriculum Design: Focused on creating effective curricula aligned with national standards and educational goals, this elective covers curriculum design models, assessment strategies, alignment with learning outcomes, and evaluation techniques. Students engage in designing curriculum for different age groups and subject areas.
Educational Psychology: This course delves into cognitive development, motivation theories, learning styles, and behavioral interventions in educational settings. Through case studies and research projects, students gain insights into how psychological principles influence teaching and learning.
Special Needs Education: Designed to prepare educators for supporting learners with diverse abilities, this elective covers inclusive practices, assistive technologies, behavior management, and therapeutic interventions. Students participate in field visits and work with children who have various disabilities.
Adult Learning Theory: This course explores adult learning theories, community-based education, literacy programs, and workforce development initiatives. Students study topics such as adult learning environments, continuing education models, and lifelong learning strategies.
Educational Leadership: Aimed at preparing students for leadership roles in educational institutions, this elective covers organizational governance, student affairs, academic planning, and strategic management. Students engage in simulations and case studies to understand leadership dynamics in schools and universities.
Policy Analysis: This course focuses on analyzing educational policies at local, national, and global levels. Students examine policy formulation processes, implementation challenges, and impact evaluation methods. Through research projects, students contribute to ongoing policy discussions and propose solutions to current issues.
Research Methodology: Designed to enhance students' ability to conduct rigorous educational research, this course covers qualitative and quantitative research approaches, data collection techniques, statistical analysis, and ethical considerations. Students complete a research proposal and present findings in a formal setting.
Inclusive Pedagogy: This elective emphasizes creating inclusive classrooms that accommodate diverse learners. Topics include universal design for learning, cultural sensitivity, accessibility strategies, and differentiated instruction methods. Students implement inclusive practices in their teaching plans and reflect on outcomes.
Learning Analytics: Focused on using data to improve educational outcomes, this course teaches students how to analyze student performance, predict learning trends, and optimize instructional strategies. Practical applications include working with learning analytics platforms and interpreting dashboards.
Project-Based Learning Philosophy
Our program strongly advocates for project-based learning as a core pedagogical approach. This method allows students to apply theoretical concepts in real-world scenarios, fostering deeper understanding and skill development.
Mini-Projects Structure
Mini-projects are introduced in the third year and involve small groups of students working on focused topics under faculty supervision. These projects typically last 6–8 weeks and require students to design, implement, and present solutions to specific educational challenges.
Final-Year Capstone Project
The capstone project is a comprehensive, year-long endeavor that integrates all learning outcomes from the program. Students select a topic of interest, conduct extensive research, develop a proposal, execute a plan, and defend their findings in front of a panel of faculty members.
Evaluation Criteria
Projects are evaluated based on several criteria including innovation, relevance, feasibility, teamwork, presentation skills, and reflection. Faculty mentors guide students throughout the process, providing feedback at key milestones to ensure quality outcomes.