Course Structure Overview
The B.Tech in Education program at Nims University Jaipur is structured over eight semesters, with a balanced mix of core courses, departmental electives, science electives, and laboratory sessions. This comprehensive approach ensures that students gain both broad foundational knowledge and deep expertise in their chosen specializations.
| SEMESTER | COURSE CODE | COURSE TITLE | CREDIT STRUCTURE (L-T-P-C) | PREREQUISITES |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | - |
| 1 | EDU102 | Educational Psychology | 3-0-0-3 | - |
| 1 | MAT101 | Mathematics I | 4-0-0-4 | - |
| 1 | PHY101 | Physics I | 3-0-0-3 | - |
| 1 | CHE101 | Chemistry I | 3-0-0-3 | - |
| 2 | EDU201 | Sociology of Education | 3-0-0-3 | EDU101 |
| 2 | EDU202 | Pedagogy in Practice | 3-0-0-3 | EDU101 |
| 2 | MAT201 | Mathematics II | 4-0-0-4 | MAT101 |
| 2 | PHY201 | Physics II | 3-0-0-3 | PHY101 |
| 2 | CHE201 | Chemistry II | 3-0-0-3 | CHE101 |
| 3 | EDU301 | Curriculum Design | 3-0-0-3 | EDU201 |
| 3 | EDU302 | Assessment Methods | 3-0-0-3 | EDU202 |
| 3 | MAT301 | Statistics for Education | 3-0-0-3 | MAT201 |
| 3 | PHY301 | Modern Physics | 3-0-0-3 | PHY201 |
| 3 | CHE301 | Organic Chemistry | 3-0-0-3 | CHE201 |
| 4 | EDU401 | Educational Technology | 3-0-0-3 | EDU301 |
| 4 | EDU402 | Child Development | 3-0-0-3 | EDU202 |
| 4 | MAT401 | Probability & Queueing Theory | 3-0-0-3 | MAT301 |
| 4 | PHY401 | Electromagnetic Waves | 3-0-0-3 | PHY301 |
| 4 | CHE401 | Physical Chemistry | 3-0-0-3 | CHE301 |
| 5 | EDU501 | Educational Leadership | 3-0-0-3 | EDU401 |
| 5 | EDU502 | Learning Analytics | 3-0-0-3 | EDU302 |
| 5 | MAT501 | Linear Algebra & Optimization | 3-0-0-3 | MAT401 |
| 5 | PHY501 | Nuclear Physics | 3-0-0-3 | PHY401 |
| 5 | CHE501 | Biochemistry | 3-0-0-3 | CHE401 |
| 6 | EDU601 | Special Education Needs | 3-0-0-3 | EDU502 |
| 6 | EDU602 | Universal Design for Learning | 3-0-0-3 | EDU501 |
| 6 | MAT601 | Data Structures & Algorithms | 3-0-0-3 | MAT501 |
| 6 | PHY601 | Optics & Lasers | 3-0-0-3 | PHY501 |
| 6 | CHE601 | Environmental Chemistry | 3-0-0-3 | CHE501 |
| 7 | EDU701 | EdTech Innovation & Entrepreneurship | 3-0-0-3 | EDU601 |
| 7 | EDU702 | Policy and Planning in Education | 3-0-0-3 | EDU602 |
| 7 | MAT701 | Machine Learning for Education | 3-0-0-3 | MAT601 |
| 7 | PHY701 | Quantum Mechanics | 3-0-0-3 | PHY601 |
| 7 | CHE701 | Industrial Chemistry | 3-0-0-3 | CHE601 |
| 8 | EDU801 | Capstone Project | 4-0-0-4 | All previous courses |
| 8 | EDU802 | Internship | 2-0-0-2 | All previous courses |
| 8 | MAT801 | Research Methodology | 3-0-0-3 | MAT701 |
| 8 | PHY801 | Advanced Topics in Physics | 3-0-0-3 | PHY701 |
| 8 | CHE801 | Advanced Organic Chemistry | 3-0-0-3 | CHE701 |
Advanced Departmental Elective Courses
The following advanced departmental electives are offered in the program to provide students with deeper insights into specialized areas:
- AI in Education (EDU403): This course explores how artificial intelligence can be used to personalize learning experiences, automate assessments, and predict student performance. Students will learn about machine learning algorithms, neural networks, and natural language processing techniques applied in educational contexts.
- Game-Based Learning (EDU503): Focused on designing and implementing games as educational tools, this course covers game design principles, gamification strategies, and the psychological mechanisms behind gameplay motivation. Students will develop prototype learning games using industry-standard tools.
- Educational Data Mining (EDU603): This course teaches students how to extract meaningful patterns from large datasets generated by educational systems. Topics include data preprocessing, clustering, classification, and predictive modeling in the context of student behavior and learning outcomes.
- Virtual Reality in Education (EDU703): Students will explore the use of VR technology to create immersive learning environments that enhance understanding and retention. The course includes hands-on experience with VR headsets, 3D modeling software, and spatial design principles.
- Accessibility and Assistive Technologies (EDU803): Designed for students interested in inclusive education, this course focuses on assistive devices, universal design, and legal frameworks supporting equal access to education for individuals with disabilities. Students will conduct accessibility audits of digital learning platforms.
- Human-Centered Design for Learning (EDU404): This course emphasizes the importance of designing educational solutions from the perspective of learners. Using design thinking methodologies, students will identify user needs, prototype interventions, and evaluate their impact on learning outcomes.
- Digital Literacy in Schools (EDU504): Aimed at preparing educators for the digital age, this course addresses strategies for integrating technology into classroom instruction, managing digital citizenship, and promoting safe online practices among students.
- International Education Systems (EDU604): This course compares educational models across different countries, focusing on curriculum frameworks, teacher training programs, and student assessment methods. Students will analyze case studies from developed and developing nations to understand global education challenges.
- Learning Analytics for Policy Making (EDU704): Designed for policy researchers, this course teaches how to collect, analyze, and interpret educational data to inform decision-making at institutional and governmental levels. Students will work with real datasets from schools and districts.
- Entrepreneurship in EdTech (EDU804): This course prepares students for launching startups or working within innovation teams of established EdTech companies. Topics include business model development, pitch preparation, funding strategies, and scaling educational products globally.
Project-Based Learning Philosophy
The Department of Education at Nims University Jaipur strongly believes in project-based learning as a means to foster creativity, critical thinking, and practical application of knowledge. Projects are designed to mirror real-world challenges in education, encouraging students to collaborate with peers, engage with stakeholders, and propose actionable solutions.
Mini-Projects
Throughout the program, students undertake several mini-projects that span different semesters. These projects typically last 2-3 months and are evaluated based on research quality, innovation, presentation skills, and peer feedback. Mini-projects may involve designing a lesson plan, conducting a survey on student engagement, or developing an infographic for educational outreach.
Final-Year Thesis/Capstone Project
The capstone project is the culmination of the program and requires students to conduct independent research or develop a comprehensive solution to a pressing educational issue. Students select projects under faculty mentorship, ensuring alignment with their interests and career goals. The final project includes a written thesis, oral presentation, and demonstration of the implemented solution.
Project Selection Process
Students begin selecting their capstone projects during the seventh semester, working closely with faculty mentors who guide them through the process of refining research questions, identifying relevant literature, and developing methodologies. The department provides a list of suggested topics aligned with current trends in education and industry needs.