Course Structure Overview
The B.Tech Education program at S R University Warangal is structured over 8 semesters, with a carefully balanced distribution of core courses, departmental electives, science electives, and laboratory sessions. The program follows a progressive learning approach that builds foundational knowledge in the early semesters and allows for specialization in later years. Each semester carries a credit load that ensures students can effectively manage their academic workload while gaining comprehensive exposure to various aspects of education.
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Educational Psychology | 3-1-0-4 | - |
| 1 | EDU102 | Child Development and Growth | 3-1-0-4 | - |
| 1 | EDU103 | Foundations of Teaching Methodology | 3-1-0-4 | - |
| 1 | EDU104 | Introduction to Educational Technology | 2-0-2-3 | - |
| 1 | EDU105 | Philosophy of Education | 3-1-0-4 | - |
| 1 | SCIE101 | Mathematics for Education | 3-1-0-4 | - |
| 1 | SCIE102 | Science and Society | 3-1-0-4 | - |
| 2 | EDU201 | Curriculum Development | 3-1-0-4 | EDU101, EDU102 |
| 2 | EDU202 | Educational Assessment and Evaluation | 3-1-0-4 | EDU101 |
| 2 | EDU203 | Special Education | 3-1-0-4 | EDU101, EDU102 |
| 2 | EDU204 | Educational Research Methods | 2-0-2-3 | SCIE101 |
| 2 | EDU205 | Learning Analytics and Data Mining | 2-0-2-3 | SCIE101 |
| 2 | SCIE201 | Statistics for Education | 3-1-0-4 | SCIE101 |
| 2 | SCIE202 | Sociology of Education | 3-1-0-4 | - |
| 3 | EDU301 | Instructional Design Theory | 3-1-0-4 | EDU201, EDU202 |
| 3 | EDU302 | Educational Policy Analysis | 3-1-0-4 | EDU201 |
| 3 | EDU303 | Learning Disorders and Cognitive Development | 3-1-0-4 | EDU101, EDU201 |
| 3 | EDU304 | Advanced Educational Technology | 2-0-2-3 | EDU104 |
| 3 | EDU305 | Educational Leadership and Administration | 3-1-0-4 | EDU201, EDU202 |
| 3 | SCIE301 | Psychology of Learning | 3-1-0-4 | EDU101 |
| 3 | SCIE302 | Philosophy and Ethics in Education | 3-1-0-4 | EDU105 |
| 4 | EDU401 | Educational Data Analytics | 3-1-0-4 | EDU204, SCIE201 |
| 4 | EDU402 | Global Education Trends and Challenges | 3-1-0-4 | EDU201 |
| 4 | EDU403 | Educational Innovation and Entrepreneurship | 2-0-2-3 | - |
| 4 | EDU404 | Advanced Curriculum Design | 3-1-0-4 | EDU301, EDU302 |
| 4 | EDU405 | Capstone Project Preparation | 0-0-6-3 | - |
| 4 | SCIE401 | Educational Research and Thesis Writing | 2-0-2-3 | EDU204 |
| 5 | EDU501 | Educational Technology in Practice | 2-0-2-3 | EDU401 |
| 5 | EDU502 | Inclusive Education Practices | 3-1-0-4 | EDU203 |
| 5 | EDU503 | Advanced Educational Psychology | 3-1-0-4 | EDU303 |
| 5 | EDU504 | Educational Leadership and Management | 3-1-0-4 | EDU305 |
| 5 | EDU505 | Global Education Policy Analysis | 3-1-0-4 | EDU202, EDU302 |
| 5 | SCIE501 | Educational Research and Evaluation Methods | 3-1-0-4 | EDU204, SCIE201 |
| 6 | EDU601 | Capstone Project I | 0-0-6-6 | - |
| 6 | EDU602 | Capstone Project II | 0-0-6-6 | - |
| 6 | EDU603 | Internship in Educational Institutions | 0-0-6-3 | - |
| 6 | EDU604 | Advanced Educational Technology | 2-0-2-3 | EDU501 |
| 7 | EDU701 | Research Thesis | 0-0-6-9 | - |
| 7 | EDU702 | Specialized Elective I | 3-1-0-4 | - |
| 7 | EDU703 | Specialized Elective II | 3-1-0-4 | - |
| 7 | EDU704 | Specialized Elective III | 3-1-0-4 | - |
| 8 | EDU801 | Final Capstone Project | 0-0-6-9 | - |
| 8 | EDU802 | Graduation Thesis | 0-0-6-6 | |
| 8 | EDU803 | Professional Development and Career Guidance | 2-0-2-3 | - |
Detailed Course Descriptions
Advanced Educational Technology is a crucial course that explores the integration of digital tools, platforms, and emerging technologies in educational settings. Students learn to design, develop, and implement innovative learning solutions using AI, VR, AR, and other cutting-edge technologies. The course emphasizes hands-on experience with various educational software and hardware, enabling students to become proficient in creating immersive learning environments. Through this course, students develop skills in educational game design, virtual reality applications for learning, and the implementation of smart learning systems.
Educational Data Analytics is designed to equip students with the knowledge and tools needed to analyze large datasets in educational contexts. The course covers statistical methods, data mining techniques, and machine learning algorithms specifically applied to education. Students learn to interpret student performance data, identify learning patterns, and develop predictive models for educational outcomes. This course also explores privacy and ethical considerations in educational data usage, ensuring students understand the responsible handling of sensitive information.
Global Education Trends and Challenges provides students with a comprehensive understanding of current issues and emerging trends in global education systems. The course examines topics such as digital transformation in education, sustainable development goals, educational inequality, and policy reforms across different countries. Students engage in critical analysis of educational policies and their implementation, developing skills to navigate complex global educational landscapes.
Educational Innovation and Entrepreneurship focuses on fostering creativity and entrepreneurial thinking in the field of education. Students learn about innovation management, business model development, and venture creation in educational technology. The course includes case studies of successful educational startups, mentorship opportunities with industry experts, and practical experience in developing innovative solutions to real-world educational challenges.
Advanced Curriculum Design builds upon foundational curriculum development knowledge by exploring advanced concepts and methodologies. Students learn about backward design principles, competency-based education models, and integrated curriculum approaches. The course emphasizes the creation of flexible, adaptive curricula that can respond to changing educational needs and student demographics.
Educational Leadership and Management prepares students for leadership roles in educational institutions and organizations. The course covers topics such as organizational behavior, strategic planning, change management, and stakeholder engagement in education. Students develop skills in leading teams, managing resources, and implementing effective educational policies and programs.
Advanced Educational Psychology delves deeper into specialized areas of psychological theory and application within educational contexts. Students explore advanced cognitive theories, social psychology principles, and developmental psychology applications in learning environments. The course emphasizes research-based practices and evidence-informed decision making for educational outcomes.
Educational Research and Evaluation Methods provides students with comprehensive training in research design and evaluation techniques specific to education. The course covers qualitative and quantitative research methods, experimental design, data collection strategies, and analysis techniques. Students learn to conduct rigorous research projects that contribute to the body of knowledge in education.
Global Education Policy Analysis examines the development, implementation, and impact of educational policies at national and international levels. Students study policy frameworks from different countries, analyze policy effectiveness, and understand the political and social factors influencing educational decision-making. The course prepares students to engage critically with educational policy issues and contribute meaningfully to policy development.
Educational Technology in Practice offers students practical experience in implementing educational technology solutions in real-world settings. Through internships and project work, students gain hands-on experience with various educational tools and platforms. The course emphasizes the importance of user-centered design principles and the need for continuous evaluation and improvement of educational technology implementations.
Project-Based Learning Philosophy
The Department of Education at S R University Warangal embraces a project-based learning approach that recognizes the value of experiential education in preparing students for professional success. This pedagogical philosophy emphasizes authentic, real-world problem-solving experiences that allow students to apply theoretical knowledge in practical contexts.
Mini-projects are an integral part of the curriculum, beginning in the second year and continuing through the third year. These projects typically last 6-8 weeks and require students to work in teams to address specific educational challenges. The projects are designed to be interdisciplinary, encouraging collaboration between students from different specializations and fostering innovation through diverse perspectives.
Each mini-project follows a structured approach that includes problem identification, research and planning, implementation, evaluation, and presentation. Students receive mentorship from faculty members throughout the process, ensuring they develop both technical skills and professional competencies. The projects are assessed based on multiple criteria including creativity, technical execution, teamwork, presentation quality, and impact potential.
The final-year capstone project represents the culmination of students' academic journey and is a significant component of their overall assessment. Students work individually or in small teams to conduct original research or develop innovative solutions to complex educational problems. The projects are supervised by faculty mentors who guide students through the research process, from literature review to data collection, analysis, and final presentation.
Project selection is a collaborative process that involves student preferences, faculty expertise, and current educational challenges in the field. Students are encouraged to propose their own project ideas or work with faculty on ongoing research initiatives. The department maintains a database of potential projects that align with current research interests and industry needs, ensuring students have access to meaningful and relevant opportunities.
The evaluation criteria for capstone projects are comprehensive and include aspects such as originality, methodological rigor, contribution to the field, presentation quality, and potential for implementation or further development. Students are required to present their work at departmental symposiums and may be invited to present at national or international conferences.