Course Structure and Schedule
The Education program at Scope Global Skills University Bhopal is structured over 8 semesters, with a comprehensive and progressive curriculum designed to provide students with a solid foundation in educational theory and practice. The program combines core courses, departmental electives, science electives, and laboratory sessions to create a well-rounded academic experience. Each semester is carefully planned to ensure that students build upon their knowledge and skills progressively, with increasing complexity and specialization. The program emphasizes hands-on learning, research, and practical application, preparing students for real-world challenges in the field of education. The curriculum is designed to be flexible and responsive to the evolving needs of the educational landscape, incorporating the latest research and best practices in educational innovation.
| Semester | Course Code | Course Title | Credit Structure (L-T-P-C) | Pre-requisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | - |
| 1 | EDU102 | History of Educational Thought | 3-0-0-3 | - |
| 1 | EDU103 | Psychology of Learning | 3-0-0-3 | - |
| 1 | EDU104 | Sociology of Education | 3-0-0-3 | - |
| 1 | EDU105 | Introduction to Educational Technology | 3-0-0-3 | - |
| 1 | EDU106 | English for Academic Purposes | 3-0-0-3 | - |
| 1 | EDU107 | Introduction to Research Methods | 3-0-0-3 | - |
| 1 | EDU108 | Communication Skills | 3-0-0-3 | - |
| 1 | EDU109 | Introduction to Psychology | 3-0-0-3 | - |
| 1 | EDU110 | Introduction to Sociology | 3-0-0-3 | - |
| 1 | EDU111 | Science Elective I | 3-0-0-3 | - |
| 1 | EDU112 | Science Elective II | 3-0-0-3 | - |
| 1 | EDU113 | Lab Session I | 0-0-3-1 | - |
| 1 | EDU114 | Lab Session II | 0-0-3-1 | - |
| 2 | EDU201 | Curriculum Development | 3-0-0-3 | EDU101, EDU102 |
| 2 | EDU202 | Assessment and Evaluation | 3-0-0-3 | EDU101, EDU103 |
| 2 | EDU203 | Philosophy of Education | 3-0-0-3 | EDU101, EDU102 |
| 2 | EDU204 | Learning Theories | 3-0-0-3 | EDU103, EDU101 |
| 2 | EDU205 | Teaching Methodologies | 3-0-0-3 | EDU101, EDU103 |
| 2 | EDU206 | Education and Society | 3-0-0-3 | EDU104, EDU101 |
| 2 | EDU207 | Introduction to Educational Psychology | 3-0-0-3 | EDU103, EDU101 |
| 2 | EDU208 | Introduction to Educational Sociology | 3-0-0-3 | EDU104, EDU101 |
| 2 | EDU209 | Science Elective III | 3-0-0-3 | EDU111, EDU112 |
| 2 | EDU210 | Science Elective IV | 3-0-0-3 | EDU111, EDU112 |
| 2 | EDU211 | Lab Session III | 0-0-3-1 | EDU113, EDU114 |
| 2 | EDU212 | Lab Session IV | 0-0-3-1 | EDU113, EDU114 |
| 3 | EDU301 | Advanced Curriculum Design | 3-0-0-3 | EDU201, EDU202 |
| 3 | EDU302 | Educational Research Methods | 3-0-0-3 | EDU107, EDU207 |
| 3 | EDU303 | Technology in Education | 3-0-0-3 | EDU105, EDU205 |
| 3 | EDU304 | Educational Policy and Planning | 3-0-0-3 | EDU206, EDU201 |
| 3 | EDU305 | Leadership in Education | 3-0-0-3 | EDU201, EDU203 |
| 3 | EDU306 | Educational Assessment and Evaluation | 3-0-0-3 | EDU202, EDU207 |
| 3 | EDU307 | Special Education | 3-0-0-3 | EDU207, EDU208 |
| 3 | EDU308 | Early Childhood Education | 3-0-0-3 | EDU208, EDU203 |
| 3 | EDU309 | Science Elective V | 3-0-0-3 | EDU209, EDU210 |
| 3 | EDU310 | Science Elective VI | 3-0-0-3 | EDU209, EDU210 |
| 3 | EDU311 | Lab Session V | 0-0-3-1 | EDU211, EDU212 |
| 3 | EDU312 | Lab Session VI | 0-0-3-1 | EDU211, EDU212 |
| 4 | EDU401 | Capstone Project I | 3-0-0-3 | EDU302, EDU306 |
| 4 | EDU402 | Advanced Educational Psychology | 3-0-0-3 | EDU207, EDU302 |
| 4 | EDU403 | Educational Neuroscience | 3-0-0-3 | EDU207, EDU302 |
| 4 | EDU404 | Global Education Issues | 3-0-0-3 | EDU304, EDU305 |
| 4 | EDU405 | Adult Education | 3-0-0-3 | EDU308, EDU303 |
| 4 | EDU406 | Educational Data Analysis | 3-0-0-3 | EDU302, EDU306 |
| 4 | EDU407 | Educational Entrepreneurship | 3-0-0-3 | EDU305, EDU304 |
| 4 | EDU408 | Capstone Project II | 3-0-0-3 | EDU401, EDU302 |
| 4 | EDU409 | Science Elective VII | 3-0-0-3 | EDU309, EDU310 |
| 4 | EDU410 | Science Elective VIII | 3-0-0-3 | EDU309, EDU310 |
| 4 | EDU411 | Lab Session VII | 0-0-3-1 | EDU311, EDU312 |
| 4 | EDU412 | Lab Session VIII | 0-0-3-1 | EDU311, EDU312 |
| 5 | EDU501 | Advanced Educational Technology | 3-0-0-3 | EDU303, EDU403 |
| 5 | EDU502 | Specialized Topics in Education | 3-0-0-3 | EDU402, EDU403 |
| 5 | EDU503 | Research Project | 3-0-0-3 | EDU401, EDU402 |
| 5 | EDU504 | Internship | 3-0-0-3 | EDU401, EDU402 |
| 5 | EDU505 | Advanced Curriculum Development | 3-0-0-3 | EDU301, EDU401 |
| 5 | EDU506 | Educational Leadership | 3-0-0-3 | EDU305, EDU401 |
| 5 | EDU507 | Educational Innovation | 3-0-0-3 | EDU403, EDU501 |
| 5 | EDU508 | Educational Ethics | 3-0-0-3 | EDU302, EDU402 |
| 5 | EDU509 | Science Elective IX | 3-0-0-3 | EDU409, EDU410 |
| 5 | EDU510 | Science Elective X | 3-0-0-3 | EDU409, EDU410 |
| 5 | EDU511 | Lab Session IX | 0-0-3-1 | EDU411, EDU412 |
| 5 | EDU512 | Lab Session X | 0-0-3-1 | EDU411, EDU412 |
| 6 | EDU601 | Advanced Research Methods | 3-0-0-3 | EDU503, EDU504 |
| 6 | EDU602 | Educational Policy Analysis | 3-0-0-3 | EDU304, EDU505 |
| 6 | EDU603 | Advanced Educational Psychology | 3-0-0-3 | EDU402, EDU502 |
| 6 | EDU604 | Global Education Trends | 3-0-0-3 | EDU404, EDU507 |
| 6 | EDU605 | Educational Data Science | 3-0-0-3 | EDU406, EDU503 |
| 6 | EDU606 | Advanced Educational Leadership | 3-0-0-3 | EDU506, EDU501 |
| 6 | EDU607 | Educational Innovation and Entrepreneurship | 3-0-0-3 | EDU507, EDU508 |
| 6 | EDU608 | Capstone Research Project | 3-0-0-3 | EDU503, EDU504 |
| 6 | EDU609 | Science Elective XI | 3-0-0-3 | EDU509, EDU510 |
| 6 | EDU610 | Science Elective XII | 3-0-0-3 | EDU509, EDU510 |
| 6 | EDU611 | Lab Session XI | 0-0-3-1 | EDU511, EDU512 |
| 6 | EDU612 | Lab Session XII | 0-0-3-1 | EDU511, EDU512 |
| 7 | EDU701 | Research Seminar | 3-0-0-3 | EDU608, EDU601 |
| 7 | EDU702 | Educational Innovation Workshop | 3-0-0-3 | EDU607, EDU601 |
| 7 | EDU703 | Advanced Educational Technology | 3-0-0-3 | EDU501, EDU601 |
| 7 | EDU704 | Educational Policy and Planning | 3-0-0-3 | EDU602, EDU505 |
| 7 | EDU705 | Educational Leadership | 3-0-0-3 | EDU606, EDU506 |
| 7 | EDU706 | Educational Ethics and Professionalism | 3-0-0-3 | EDU508, EDU601 |
| 7 | EDU707 | Educational Data Science | 3-0-0-3 | EDU605, EDU503 |
| 7 | EDU708 | Capstone Project | 3-0-0-3 | EDU608, EDU701 |
| 7 | EDU709 | Science Elective XIII | 3-0-0-3 | EDU609, EDU610 |
| 7 | EDU710 | Science Elective XIV | 3-0-0-3 | EDU609, EDU610 |
| 7 | EDU711 | Lab Session XIII | 0-0-3-1 | EDU611, EDU612 |
| 7 | EDU712 | Lab Session XIV | 0-0-3-1 | EDU611, EDU612 |
| 8 | EDU801 | Final Research Project | 3-0-0-3 | EDU708, EDU701 |
| 8 | EDU802 | Educational Innovation and Entrepreneurship | 3-0-0-3 | EDU702, EDU701 |
| 8 | EDU803 | Capstone Presentation | 3-0-0-3 | EDU708, EDU701 |
| 8 | EDU804 | Educational Leadership and Policy | 3-0-0-3 | EDU705, EDU701 |
| 8 | EDU805 | Educational Ethics and Professionalism | 3-0-0-3 | EDU706, EDU701 |
| 8 | EDU806 | Educational Data Science | 3-0-0-3 | EDU707, EDU701 |
| 8 | EDU807 | Final Capstone Project | 3-0-0-3 | EDU801, EDU803 |
| 8 | EDU808 | Science Elective XV | 3-0-0-3 | EDU709, EDU710 |
| 8 | EDU809 | Science Elective XVI | 3-0-0-3 | EDU709, EDU710 |
| 8 | EDU810 | Lab Session XV | 0-0-3-1 | EDU711, EDU712 |
| 8 | EDU811 | Lab Session XVI | 0-0-3-1 | EDU711, EDU712 |
Advanced Departmental Elective Courses
Advanced departmental elective courses in the Education program at Scope Global Skills University Bhopal are designed to provide students with specialized knowledge and skills in specific areas of educational practice and research. These courses are offered in the later semesters and are intended to deepen students' understanding of particular aspects of education, preparing them for advanced roles in the field. The following are detailed descriptions of several advanced departmental elective courses:
Educational Technology and Innovation: This course explores the latest trends and innovations in educational technology, including artificial intelligence, virtual and augmented reality, and gamification. Students will learn how to design, develop, and implement technology-based solutions for educational challenges. The course emphasizes hands-on experience through projects and lab sessions, allowing students to experiment with cutting-edge tools and platforms. The learning objectives include understanding the principles of educational technology, evaluating the effectiveness of technology-based interventions, and developing innovative solutions for educational problems.
Advanced Curriculum Design: This course focuses on the principles and practices of curriculum design at the secondary and tertiary levels. Students will learn about different curriculum models, the process of curriculum development, and the integration of pedagogical theories into practical applications. The course includes case studies of successful curriculum implementations and opportunities for students to design their own curriculum frameworks. The learning objectives include understanding the components of effective curriculum design, analyzing curriculum models, and developing curriculum frameworks that meet the needs of diverse learners.
Educational Psychology and Cognitive Development: This course delves into the psychological principles that underpin learning and development. Students will explore theories of cognitive development, learning processes, and the impact of psychological factors on educational outcomes. The course emphasizes research-based approaches to understanding how students learn and develop, with a focus on applying this knowledge to educational practice. The learning objectives include understanding cognitive development theories, analyzing learning processes, and applying psychological principles to educational settings.
Special Education and Inclusive Practices: This course addresses the needs of students with disabilities and those from marginalized communities. Students will learn about inclusive education practices, the principles of special education, and strategies for creating accessible learning environments. The course includes practical experiences and case studies that allow students to understand and address the challenges faced by diverse learners. The learning objectives include understanding the principles of inclusive education, developing strategies for supporting diverse learners, and creating inclusive learning environments.
Global Education and International Development: This course examines the challenges and opportunities in global education, focusing on international development and policy. Students will explore different educational systems around the world, the impact of global trends on education, and strategies for international collaboration. The course emphasizes research and analysis, with students engaging in projects that involve analyzing educational systems and developing strategies for international cooperation. The learning objectives include understanding global education issues, analyzing international educational systems, and developing strategies for international collaboration.
Educational Leadership and Administration: This course prepares students for leadership roles in educational institutions. Students will learn about educational policy, school management, and leadership theories. The course includes practical experiences and case studies that allow students to understand the complexities of educational leadership and administration. The learning objectives include understanding educational leadership theories, analyzing school management practices, and developing leadership strategies for educational organizations.
Educational Assessment and Evaluation: This course focuses on the principles and practices of educational assessment and evaluation. Students will learn about different assessment methods, the development of assessment tools, and the interpretation of assessment data. The course emphasizes practical application through projects and lab sessions, allowing students to design and implement assessment systems. The learning objectives include understanding assessment principles, developing assessment tools, and interpreting assessment data to inform educational practice.
Adult and Continuing Education: This course addresses the needs of adult learners and the design of educational programs for them. Students will explore adult learning theories, the principles of continuing education, and strategies for developing educational programs for adult learners. The course includes practical experiences and case studies that allow students to understand and address the challenges faced by adult learners. The learning objectives include understanding adult learning theories, developing educational programs for adult learners, and creating effective learning environments for adult education.
Educational Data Science: This course introduces students to the application of data science in education. Students will learn about data collection, analysis, and visualization techniques specific to educational contexts. The course emphasizes hands-on experience through projects and lab sessions, allowing students to work with real educational datasets. The learning objectives include understanding data science principles, analyzing educational data, and applying data science techniques to educational problems.
Educational Entrepreneurship: This course explores the entrepreneurial aspects of education, focusing on innovation and business development in educational contexts. Students will learn about educational startups, innovation processes, and the development of educational products and services. The course includes practical experiences and case studies that allow students to understand and apply entrepreneurial principles to education. The learning objectives include understanding educational entrepreneurship, developing innovative educational products, and creating business plans for educational ventures.
Educational Neuroscience: This course explores the intersection of neuroscience and education, examining how brain research can inform educational practices. Students will learn about cognitive neuroscience, brain development, and the application of neuroscience principles to educational settings. The course emphasizes research-based approaches to understanding how the brain learns and how this knowledge can be applied to improve educational outcomes. The learning objectives include understanding brain development and learning processes, analyzing neuroscience research, and applying neuroscience principles to educational practice.
Educational Policy and Planning: This course examines the role of policy in shaping educational systems and practices. Students will learn about policy development, implementation, and evaluation processes. The course includes case studies of successful policy implementations and opportunities for students to develop their own policy frameworks. The learning objectives include understanding policy development processes, analyzing educational policies, and developing policy frameworks that meet the needs of diverse learners.
Educational Ethics and Professionalism: This course addresses the ethical considerations and professional standards in education. Students will explore ethical dilemmas, professional codes of conduct, and the role of ethics in educational practice. The course emphasizes critical thinking and reflection, with students engaging in discussions and case studies that explore ethical issues in education. The learning objectives include understanding ethical principles in education, analyzing ethical dilemmas, and developing professional standards for educational practice.
Research Project: This course provides students with the opportunity to conduct independent research in a specific area of education. Students will work closely with faculty mentors to develop research proposals, collect and analyze data, and present their findings. The course emphasizes the development of research skills and the application of theoretical knowledge to practical problems. The learning objectives include developing research skills, applying theoretical knowledge to practical problems, and communicating research findings effectively.
Internship: This course provides students with practical experience in educational settings. Students will work in schools, educational technology companies, government agencies, or non-profit organizations, applying their knowledge and skills to real-world challenges. The course includes supervision and mentoring to ensure that students gain meaningful experience and develop professional skills. The learning objectives include gaining practical experience, applying theoretical knowledge to real-world settings, and developing professional skills in educational contexts.
Project-Based Learning Philosophy
The Education program at Scope Global Skills University Bhopal is built upon a strong foundation of project-based learning, which emphasizes hands-on experience, critical thinking, and real-world application. This approach to learning is designed to prepare students for the complex and dynamic nature of the educational landscape. The program's philosophy on project-based learning is centered on the belief that students learn best when they are actively engaged in solving real problems and creating meaningful products. This philosophy is reflected in the structure, scope, and evaluation criteria of both the mini-projects and the final-year thesis/capstone project.
The mini-projects are an integral part of the program, beginning in the second year and continuing through the fourth year. These projects are designed to provide students with opportunities to apply theoretical knowledge to practical situations, develop problem-solving skills, and gain experience in collaborative work. Each mini-project is carefully structured to ensure that students engage in the full cycle of project development, from problem identification and research to implementation and evaluation. The projects are typically interdisciplinary, requiring students to integrate knowledge from multiple fields to address complex educational challenges.
The final-year thesis/capstone project is a comprehensive, culminating experience that allows students to demonstrate their mastery of the field. This project is designed to be a significant, original contribution to the field of education, requiring students to conduct in-depth research, apply advanced analytical skills, and communicate their findings effectively. The capstone project is supervised by faculty mentors and often involves collaboration with educational institutions, non-profit organizations, or industry partners. Students are encouraged to choose projects that align with their interests and career goals, ensuring that their work is both personally meaningful and professionally relevant.
The evaluation criteria for both mini-projects and the capstone project are rigorous and multifaceted. Students are assessed on their ability to identify and define problems, conduct research, develop solutions, and communicate their findings. The evaluation process includes peer review, faculty assessment, and self-reflection, ensuring that students receive comprehensive feedback on their work. The program also emphasizes the importance of collaboration, with students working in teams to complete projects and learning to effectively communicate and coordinate with their peers.
The selection of projects and faculty mentors is a carefully managed process that ensures students are matched with opportunities that align with their interests and career aspirations. Students are encouraged to explore various areas of interest and to seek out mentors who can provide guidance and support. The program provides resources and support for students to find suitable projects and mentors, including access to faculty expertise, industry connections, and research opportunities. This approach to project selection and mentorship ensures that students are well-prepared for their future careers and are equipped with the skills and knowledge needed to make meaningful contributions to the field of education.