Course Structure Across 8 Semesters
| Semester | Course Code | Course Title | Credit (L-T-P-C) | Prerequisites |
|---|---|---|---|---|
| 1 | EDU101 | Introduction to Education | 3-0-0-3 | None |
| 1 | EDU102 | Fundamentals of Psychology | 3-0-0-3 | None |
| 1 | EDU103 | Philosophy of Education | 3-0-0-3 | None |
| 1 | EDU104 | Sociology of Education | 3-0-0-3 | None |
| 1 | EDU105 | Introduction to Educational Technology | 2-0-0-2 | None |
| 1 | EDU106 | Computer Science for Educators | 3-0-0-3 | None |
| 2 | EDU201 | Educational Research Methods | 3-0-0-3 | EDU101 |
| 2 | EDU202 | Curriculum Design and Development | 3-0-0-3 | EDU101 |
| 2 | EDU203 | Educational Assessment and Evaluation | 3-0-0-3 | EDU101 |
| 2 | EDU204 | Learning Theories and Cognitive Development | 3-0-0-3 | EDU102 |
| 2 | EDU205 | Human Resource Management in Education | 3-0-0-3 | None |
| 2 | EDU206 | Lab: Educational Technology Tools | 0-0-3-1 | EDU105 |
| 3 | EDU301 | Educational Policy and Governance | 3-0-0-3 | EDU201 |
| 3 | EDU302 | Data Analytics for Education | 3-0-0-3 | EDU201 |
| 3 | EDU303 | Global Education Trends and Issues | 3-0-0-3 | EDU201 |
| 3 | EDU304 | Digital Literacy and Media Education | 3-0-0-3 | EDU105 |
| 3 | EDU305 | Mindfulness and Well-being in Learning Environments | 2-0-0-2 | None |
| 3 | EDU306 | Lab: Educational Data Analysis | 0-0-3-1 | EDU202 |
| 4 | EDU401 | Inclusive Education and Special Needs | 3-0-0-3 | EDU202 |
| 4 | EDU402 | AI and Machine Learning in Education | 3-0-0-3 | EDU202 |
| 4 | EDU403 | Sustainable Education Models | 3-0-0-3 | EDU201 |
| 4 | EDU404 | Educational Leadership and Management | 3-0-0-3 | EDU201 |
| 4 | EDU405 | Lab: AI Applications in Learning Platforms | 0-0-3-1 | EDU302 |
| 5 | EDU501 | Educational Innovation and Entrepreneurship | 3-0-0-3 | EDU402 |
| 5 | EDU502 | International Educational Practices | 3-0-0-3 | EDU303 |
| 5 | EDU503 | Educational Technology and Innovation Lab | 0-0-6-2 | EDU402 |
| 5 | EDU504 | Educational Research Project I | 0-0-6-2 | EDU201 |
| 6 | EDU601 | Educational Policy Analysis and Advocacy | 3-0-0-3 | EDU301 |
| 6 | EDU602 | Advanced Educational Data Science | 3-0-0-3 | EDU302 |
| 6 | EDU603 | Educational Technology Capstone Lab | 0-0-6-2 | EDU503 |
| 6 | EDU604 | Educational Research Project II | 0-0-6-2 | EDU504 |
| 7 | EDU701 | Capstone Project in Educational Innovation | 0-0-9-3 | EDU604 |
| 7 | EDU702 | Educational Ethics and Social Responsibility | 3-0-0-3 | EDU201 |
| 7 | EDU703 | Internship in Educational Institutions | 0-0-9-3 | None |
| 8 | EDU801 | Final Year Thesis in Education | 0-0-9-3 | EDU701 |
Detailed Course Descriptions
Educational Research Methods: This course introduces students to qualitative and quantitative research methodologies in education. Students learn how to design studies, collect data, analyze results, and present findings effectively. The course emphasizes ethical considerations in educational research and includes practical training in using statistical software for analyzing large datasets.
Curriculum Design and Development: Focused on the principles and practices of curriculum planning, this course covers frameworks for developing inclusive, culturally responsive curricula that meet diverse student needs. Students engage in hands-on activities to create sample lesson plans and units aligned with national standards.
Educational Assessment and Evaluation: This advanced course explores various forms of assessment including standardized tests, portfolio assessments, and performance-based evaluations. Students gain skills in developing fair, valid, and reliable assessment tools and interpreting assessment data to inform instructional decisions.
Data Analytics for Education: Students learn how to use big data analytics to understand learning patterns, identify gaps in educational outcomes, and develop predictive models for student success. The course includes exposure to tools like Python, R, and Tableau for data visualization and analysis.
Educational Technology and Innovation Lab: A practical component where students experiment with emerging technologies such as VR/AR, robotics, and AI in educational settings. Through lab sessions, they develop prototypes and implement pilot programs to enhance learning experiences.
Global Education Trends and Issues: This course provides an overview of current global challenges facing education systems, including access disparities, climate change impacts, and policy reforms in developing nations. Students critically examine these issues through case studies and comparative analyses.
Mindfulness and Well-being in Learning Environments: An interdisciplinary exploration of how mindfulness practices can be integrated into classroom instruction to improve student engagement, reduce stress, and promote emotional regulation. Includes workshops led by experienced mindfulness teachers.
Educational Leadership and Management: Designed for future leaders in educational institutions, this course covers leadership theories, organizational behavior, resource management, and strategic planning. Students develop skills in team building, conflict resolution, and change management.
AI and Machine Learning in Education: Explores the applications of artificial intelligence and machine learning in personalized learning, intelligent tutoring systems, automated grading, and student performance prediction. Students gain hands-on experience with AI tools used in modern educational platforms.
Sustainable Education Models: Examines sustainable practices in education, focusing on environmental stewardship, resource efficiency, and community engagement. Students learn to evaluate existing models and propose innovative approaches that balance educational goals with ecological responsibility.
Project-Based Learning Philosophy
The department believes that project-based learning is essential for developing critical thinking, collaboration, and real-world application skills in students. This approach aligns with the university's mission of combining academic excellence with ethical integrity and social impact.
Mini-projects are introduced from the second semester, allowing students to apply theoretical concepts in practical contexts. These projects typically last 4–6 weeks and involve small groups working under faculty supervision. Each project includes a clear objective, deliverables, and evaluation criteria.
The final-year thesis or capstone project is a significant undertaking that spans the entire semester. Students select topics aligned with their interests and career aspirations, often involving collaboration with external partners such as NGOs, government agencies, or private companies. Faculty mentors guide students through every stage of the research process—from problem identification to data collection, analysis, and presentation.
Evaluation criteria for all projects include creativity, technical proficiency, teamwork, communication skills, and adherence to ethical standards. Students are encouraged to publish their work in academic journals or present at conferences to gain recognition and build professional networks.