1.5 Μαθησιακά αποτελέσματα του Προγράμματος

Learning Outcomes of the Program

Upon completion of the Program, postgraduate students acquire highly specialized, cutting-edge knowledge in the fields of Pedagogy, General & Special Didactics, Psychology, and Counseling. They also gain critical awareness of many issues in the aforementioned fields and, crucially, of their interconnection with New Technologies and Biomedical Sciences.

All courses are aligned with the requirements of the most modern teaching techniques and methods related to Pedagogical Science. Emphasis is placed on the Practical Training (Internship) of postgraduate students, which includes attendance, observation, educational intervention design, and the delivery of Microteaching and/or teaching. Teaching in school units or in early childhood education and care centers is autonomous and supervised.

The design of the Practical Training, research assignments, and the Master’s Thesis aim to enhance the pedagogical competence of postgraduate students through the use of innovative theories and technologies.

The purpose of the IPSP is to maximize the potential of its graduates in the broader educational field, on the one hand, by acquiring a holistic approach to modern Pedagogical Science and Universal Design for Learning (UDL) processes, and on the other hand, by updating students’ knowledge and skills in cutting-edge areas of the aforementioned cognitive fields. Thus, the IPSP prepares education executives capable of devising and promoting innovations with the aim of improving the quality of educational work at all levels of education, fostering critical reflection on educational processes and the improvement of school practice.

More specifically, per specialization, upon completion of the program, graduates will be able to:

Knowledge:

  • Expand their knowledge base with new dimensions and information concerning early childhood education.
  • Understand the evolutionary dynamics of the cognitive field and its current and/or innovative applications.
  • Produce creative, practical work based on specific theories, tools, and methods, by combining different areas of their studies.
  • Recognize current research, scientific dialogue, policies, and practices in education from an interdisciplinary perspective.
  • Examine their work, autonomously and/or collaboratively, within an international and interdisciplinary environment to generate new research ideas, and design and manage projects.

Skills:

  • Critically evaluate educational theories, policies, and practices through evidence-based research.
  • Differentiate and evaluate theories and approaches to problems and issues in the field of early childhood education.
  • Identify, evaluate, and integrate different sources of information into projects, assignments, or applications.
  • Communicate with specialized scientific teams to convey information, ideas, and solutions on specific pedagogical issues.

Competences:

  • Apply new knowledge and skills.
  • Link research and experimentation with application in pedagogical practice.
  • Evaluate and disseminate the ideas and findings of contemporary educational research to the wider educational community.
  • Evaluate the social, cultural, political, and historical context that influences educational policies and practices.
  • Demonstrate social, professional, and ethical responsibility and sensitivity to gender issues, with respect for diversity and multiculturalism.

Knowledge:

  • Expand their knowledge base with new dimensions and information concerning compulsory and secondary education.
  • Design, clarify, and evaluate elements of education using theories, tools, and methods from different scientific fields to produce creative or practical work.
  • Understand the evolutionary dynamics of the cognitive field and its current and/or innovative applications.
  • Evaluate thematic knowledge and experience gained from participation in discussion circles, lectures, and seminars within the scientific domain.
  • Recognize current research, scientific dialogue, policies, and practices in education from an interdisciplinary perspective.

Skills:

  • Critically evaluate educational theories, policies, and practices through evidence-based research.
  • Present estimations, and qualitative and quantitative evaluations of information in assignments or scientific presentations.
  • Identify, evaluate, and integrate different sources of information into projects, assignments, or applications.
  • Conduct research on information, terms, technologies, and practices in the field of primary and secondary education using different sources.
  • Communicate with specialized scientific teams to convey information, ideas, and solutions on specific issues in primary and secondary education.

Competences:

  • Critically reflect on the knowledge they have acquired.
  • Actively enhance their educational experience through scientific projects and actions of a collaborative and participatory nature.
  • Take responsibility for developing the knowledge, skills, and competences of individuals and groups to promote free, inductive thinking and creative action.
  • Complete short-term or long-term assignments collectively and collaboratively, enhancing the development of interpersonal skills based on diversity and multiculturalism.

Knowledge:

  • Link acquired knowledge and experience in the field of inclusive education with the conditions and requirements of the relevant professional field.
  • Understand the concepts, methods, and practices of a theoretical field of knowledge that incorporates elements from different scientific areas, in order to deepen, broaden, and augment their acquired knowledge.
  • Describe and evaluate the ways in which different fields of study define, address, and interpret the significance of a problem in special needs education and inclusive education, in order to propose an approach to the problem.
  • Recognize current research, scientific dialogue, policies, and practices in education from an interdisciplinary perspective.

Skills:

  • Critically evaluate educational theories, policies, and practices through evidence-based research.
  • Address fundamental ethical issues of a cultural and/or social nature, formulate perspectives for decision-making regarding them, and propose ways for productively addressing the issue.
  • Conduct research on information, terms, technologies, and practices in the field of special needs education and inclusive education using different sources.
  • Take responsibility for developing the knowledge, skills, and competences of individuals and groups to promote free, inductive thinking and creative action.

Competences:

  • Utilize their scientific knowledge on issues of learning and teaching at a professional level within inclusive educational settings.
  • Connect theoretical knowledge in the field of special needs education and inclusive education to real-world conditions.
  • Stay informed about and participate in matters pertaining to the pedagogical management of diversity and special educational needs, as well as other issues related to socially vulnerable groups (e.g., refugees, immigrants, etc.).
  • Participate in seminars, model teachings, and workshops led by expert scientists and practitioners with extensive experience in their field of interest.
  • Become familiar with alternative forms of intervention (e.g., theater, music, visual arts) and assistive technology in the education of individuals with disabilities and/or special educational needs.
  • Communicate their experiences within the group and analyze them in a collaborative context, an element considered a fundamental pedagogical process.
  • Develop a range of professional skills and experiences, and acquire substantial and reliable prior work experience recognized by the labor market.