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Doctor of Philosophy Educational Communication and Technology

This rigorous research-oriented doctorate prepares you for academic and leadership positions in research, technology, and learning in all contexts. You will work with technology-based multimedia learning environments and research the factors that influence learning when individuals and groups engage with these environments and each other. Our highly selective program is fully funded for full-time students.

Degree Details

Official degree title.

PhD in Educational Communication and Technology

Your Academic Experience

What you'll learn, contact information.

Your research and course work will draw from cognitive sciences, learning sciences, game studies, and design-based methodologies as you conduct original research on how technology and media can support learning.

You will have opportunities to work with some of the preeminent scholars in the field , along with internationally recognized research centers. In addition, you will participate in our design-oriented studio-based learning courses, and are encouraged to combine theoretical research with design and practice in appropriate learning contexts.

The doctoral program is interested in the design of rich, technology-based multimedia learning environments and in conducting research on factors that influence learning, as individuals engage with these environments, and as groups interact with them and each other. Educational Communication and Technology (ECT) doctoral courses and research focus on those representational features and structural characteristics of technology-based learning environments and media that may, in a particular set of circumstances, have cognitive, affective, motivational and socio-cultural significance for learners who interact with them.

ECT faculty and  doctoral students represent a multitude of areas of inquiry in the field of educational technology, from the design of features in games that support problem solving to the effects of narrative structure in linear video dramas on the exercise of critical thinking; from the role of prior knowledge on learning from different forms of representation in simulations of science principles to the design of technology-based environments that support the social construction of knowledge to strengthen collaborative and negotiation skills; from the design of electronic portfolio environments that scaffolds metacognition to the comparative effects of fictional reality and testimonial reality on attitude change.

For more information about the PhD program, please contact

[email protected] or  Xavier Ochoa  ECT Doctoral Coordinator  [email protected]

Funding for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our generous funding package, which includes a scholarship and tuition remission.  Learn more about our funding opportunities .

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Advance your personal and professional journey – apply to join our community of students.

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PhD Pathways in Education Technology

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Educational technology, commonly known as EdTech, refers to tools that facilitate active learning through collaboration, allowing educators to create interactive digital textbooks, gamify lessons, and more. Digital devices have increased education’s reach, enabling learning in remote areas and continuity through disruptions like pandemics.

Learn more about Ed Tech industry

• Check out EdSurge , the Ed Tech industry news source
• Overview of Education Technology
• Stanford Report: How technology is reinventing education?
• TED talks by Luis von Ahn (Duolingo’s CEO)

Key Career Opportunities

• Career Development in Education Technology, ISTE
• Job Board -EdSurge

Get Involved and Gain Experience

• Teaching Online at Yale-Poorvu Center for Teaching and Learning
• Participate in Tsai CITY programs to learn skills in innovation and entrepreneurship
• Digital Humanities Lab
• Go on information interviews with Yale alumni

Office of Career Strategy

Visiting yale.

Education, PhD

School of education.

The School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester. The online application will open in August 2025 to begin accepting submissions, and the application completion deadline will be December 16, 2025.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit the website .

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit the website .    

Please see Academic Standards .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

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Best online doctor of education programs for 2024.

Online Doctor of Education programs have become as rigorous as their on-campus counterparts. For many Education Ed.D. candidates, an online degree might even be the smarter choice. Online programs offer flexibility, affordability, access to innovative technologies, students from a diversity of career backgrounds, and global opportunities.

Showing 1 - 25 of 66 results

Arizona state university - doctor of education (ed.d.) in leadership and innovation, from the school, baylor university - online doctor of education (ed.d.) in learning and organizational change, university of dayton - online doctor of education (ed.d.) in leadership for organizations, university of southern california - doctor of education (ed.d.) in organizational change and leadership online, vanderbilt university - online doctor of education in leadership and learning in organizations, a.t. still university of health sciences - doctor of education in health professions, abilene christian university - online doctor of education (ed.d.) in organizational leadership program, andrews university - ed.d. in educational leadership, arcadia university - doctor of education in educational leadership (deel), aspen university - doctor of education (ed.d.) in leadership and learning, boise state university - doctor of education in educational technology, boston college - doctor of education (ed.d.) in educational leadership (psap) program, bradley university - online doctor of education-higher education administration program, cabrini university - doctor of education (edd) in organizational learning and leadership online, capella university - doctor of education program, concordia university chicago - ed.d. program in leadership, drexel university - online doctorate in educational leadership and management (ed.d.), edgewood college - doctoral program in educational leadership, florida state university - educational leadership & policy - ed.d. program, fordham university - doctor of education (ed.d.) in educational leadership, administration and policy, grand canyon university - online ed.d. degree: doctor of education, indiana university - online doctor of education in literacy, culture, and language education, johns hopkins school of education - online ed.d. program, kennesaw state university - education doctorate in educational leadership (ed.d.), lamar university - doctor of education in educational leadership.

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Doctor of Philosophy in Education

The Johns Hopkins School of Education’s full-time PhD program offers an individually tailored learning experience based on a student’s interest in finding solutions to pressing education problems. Select applicants receive full tuition and a stipend.

The School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester. The online application will open in August 2025 to begin accepting submissions, and the application completion deadline will be December 16, 2025. Please complete our Request for Information Form to receive updates and announcements for the next admission period.

The program provides rigorous interdisciplinary training that develops students’ abilities to conduct evidence-based research on real-world educational challenges. Instruction and mentorship emphasizes the development and evaluation of policies and practices that address real-world educational problems.

Students benefit from a one-to-one apprenticeship model that pairs exceptional interdisciplinary candidates with nationally acclaimed faculty mentors, along with engaging coursework, sophisticated methodological training, and cohort-based learning.

Questions? Please reach out and we’ll be in touch soon.

Learn about our PhD students.

Upcoming Admissions Events

Have questions about our degree programs, the application, or financial aid and costs? Join us for an inside look at a graduate experience defined by innovation and driven by evidence-based research. Learn more about your area of interest or career path, meet some of our faculty, and connect to the Johns Hopkins School of Education community. Check out our admissions events and register for a virtual information session today.

Doctor of Education Info Session

TeachingWell Info Session

Applied Behavior Analysis Info Session

Core Faculty

Jennifer adams, phd.

Associate Professor Director, International Teaching and Global Leadership

Affiliation

Innovative Teaching & Leadership

International Teaching & Global Leadership

Robert Balfanz, PhD

Professor Co-Director, Center for Social Organization of Schools

Center for Social Organization of Schools, SOE Leadership

Education Policy & Politics, Research, Evaluation & Assessment, Social Context of Education

Ashley Rogers Berner, PhD

Associate Professor Director, Johns Hopkins Institute for Education Policy

Institute for Education Policy, SOE Leadership

Curriculum Studies, Education Policy & Politics, Research, Evaluation & Assessment

Rebecca Cruz, PhD

Assistant Professor

Center for Safe and Healthy Schools, Innovative Teaching & Leadership

Education Policy & Politics, Social Context of Education, Special Education

Marcia Davis, PhD

Associate Professor (Research) Co-Director, Center for Social Organization of Schools Director of Research, Baltimore Education Research Consortium

Learning & Instruction, Research, Evaluation & Assessment

Norma L. Day-Vines, PhD

Counseling & Educational Studies

Counseling & Human Development

Hunter Gehlbach, PhD

Professor Faculty Lead, PhD Program

Advanced Studies in Education

Learning & Instruction, Measurement & Research Methodologies

Odis Johnson, Jr., PhD

Bloomberg Distinguished Professor Executive Director, Johns Hopkins Center for Safe and Healthy Schools Director, Institute in Critical Quantitative, Computational, and Mixed Methodologies

Center for Safe and Healthy Schools, SOE Leadership

Education Policy & Politics, Measurement & Research Methodologies, Social Context of Education

Richard Lofton, PhD

Center for Safe and Healthy Schools

Education Policy & Politics, Social Context of Education

Douglas J. Mac Iver, PhD

Center for Social Organization of Schools

Curriculum Studies, Research, Evaluation & Assessment

Martha Abele Mac Iver, PhD

Associate Professor Associate Dean of Research

Research, Evaluation & Assessment

Olivia Marcucci, PhD

Advanced Studies in Education, Center for Safe and Healthy Schools

Social Context of Education

Ebony McGee, PhD

Counseling & Human Development, Postsecondary Education, Social Context of Education, Urban Education

Stephen Morgan, PhD

Bloomberg Distinguished Professor

Measurement & Research Methodologies, Social Context of Education

Jonathan Plucker, PhD

Research Professor Faculty Lead, Master of Science in Education Policy

Education Policy & Politics, Gifted Education, Learning & Instruction

Eric Rice, PhD

Social Context of Education, Urban Education

Joshua C. Schuschke, PhD

Educational Technology

Alexandra Shelton, PhD

Learning & Instruction, Special Education

Angela R. Watson, PhD

Assistant Research Professor

Institute for Education Policy

Education Policy & Politics

Program Overview

With its goal of pursuing big ideas and sharing knowledge to address real-world challenges, Johns Hopkins University takes pride in its founding mission as the U.S.’s first research university. The full-time Doctor of Philosophy (PhD) in Education at the Johns Hopkins School of Education embraces that tradition. We offer a world-class, research-focused program that prepares exceptional scholars to investigate and develop policies and practices that improve educational outcomes from pre-K through secondary school and beyond.

Students draw insights from different disciplines (e.g., educational psychology, learning sciences, sociology of education), synthesizing their knowledge to craft multidisciplinary, evidence-based approaches to address educational policies and practices — particularly those that can improve outcomes for historically underserved populations. Immersion in modern research methods — advanced statistical techniques, open science approaches, and data science — facilitates students’ capacities to argue for research-based educational reforms.

Students benefit from the mentorship of nationally acclaimed researchers in an apprenticeship model as well as collaborative learning opportunities from courses, research groups, and their cohort. Our graduates go on to careers in higher education as professors, policymakers, and influential scholars at research-intensive universities, institutes, and centers.

All PhD students at the School of Education are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and will cover tuition and fees. The fellowship also covers individual health, dental, and vision insurance. All PhD students must be registered full time and be in good academic standing every semester to continue to be eligible for their fellowship.

Through our PhD program, students acquire cutting-edge research skills that position them for tenure-track faculty positions in higher education, policymaking roles with state agencies or school systems, and leadership positions in educational research organizations.

• Research and Post Secondary Teaching
• University Professor
• University Researcher
• Policy Analyst

“ What set my experience apart was the chance to work with remarkable mentors who are not only impactful researchers in the field, but also genuinely care about me as a person.

Guide to an Online Doctorate in Education Program

Are you ready to discover your college program?

Earning a doctorate in education online can be an important step for educators seeking leadership skills, pedagogical knowledge, and opportunities for career advancement. The doctor of education demonstrates advanced knowledge of educational leadership and teaching methodologies. An Ed.D. qualifies graduates for positions in education administration, curriculum development, classroom instruction, and education research.

Those who pursue an online doctorate in education include experienced teachers eyeing administrative positions, established school leaders seeking further advancement, and others aspiring to careers as instructional coordinators or researchers.

It is a terrific time to consider an Ed.D. According to the Bureau of Labor Statistics, school principals earn a median annual salary of $95,310 , while postsecondary education administrators earn $94,340 each year. Furthermore, the BLS projects 6% employment growth for instructional coordinators between 2018 and 2028, as postsecondary teacher employment grows 11% .

Covered in this article:

What else can i expect from an online doctorate in education program, how long does it take to get an online doctorate in education, accreditation for online doctorate in education degrees, which edd concentration is right for me, employment outlook for doctorate in education graduates, paying for your online doctorate in education, featured online education doctoral programs.

Doctoral programs in education are about as diverse as the schools that offer them. Many online programs require students to select an area of concentration, while others are more general. Some programs expect students to complete supervised fieldwork, and most require students to produce a dissertation.

Although students should check with their prospective schools for specific requirements, Ed.D. online programs usually incorporate coursework related to educational leadership, instruction, and research. A sample of the coursework students in an online education doctoral program may take is listed below.

Curriculum for an Online Doctorate in Education

• Cultural competence in a diverse society: Students discuss diversity as an organizational asset, and analyze opportunities and strategies for its promotion. Coursework emphasizes the development of cultural competence, awareness, and sensitivity. These are important skills for teachers, instructional coordinators, and administrators who address diverse educational and professional needs.
• Educational research design: Students receive an overview of research theories and methods in this course. Students explore qualitative and quantitative research design, as well as data analysis procedures. They examine existing research and prepare their own. This course is particularly valuable for dissertation writers and aspiring education researchers.
• Enhancing curriculum and instructional capacity: This course provides foundational knowledge for curriculum development and evaluation. Students consider the philosophical frameworks that influence curricular approaches and professional learning practices. Students improve teaching strategies and learning outcomes by restructuring established curricula. This course is especially relevant to future instructional coordinators.
• Ethical organizational leadership: This course confronts the ethical challenges that organizational leaders face, and students examine how organizational strategy relates to the development and fulfillment of a value-based mission. Students devise organizational leadership plans for hypothetical stakeholders. This is particularly relevant to elementary, secondary, and postsecondary education administrators.
• Legal environment in higher education: This course acquaints students with higher education law. Students explore legal topics related to academic freedom, affirmative action, and campus security. Students examine case studies and discuss the impacts of courtroom verdicts on institutional decision making. This course can especially benefit aspiring postsecondary education administrators.

Although lengths of study vary between schools, students in online doctoral programs in education typically complete around 60 credits.

In addition to varying coursework requirements, factors affecting program length include concentration options, research opportunities, licensure possibilities, and field experience components. Most students must also write and defend a dissertation. Programs often reserve the third year of study for this task, but some students require more time to complete it.

Online education doctoral programs may use different formats to deliver their education. A cohort model assigns students to groups, and adheres to a rigid timeline when completing and submitting assignments. Individually paced programs are more flexible, allowing students to complete coursework according to their own calendars. Regardless of scheduling format, most programs require students to complete non-dissertation coursework within a prescribed time period.

Online Ed.D. programs typically expect full-time students to spend three years fulfilling coursework and dissertation requirements.

Before enrolling in an Ed.D. program online, students should consider a school’s accreditation status. Accreditation indicates that a school or degree program meets established rigor and quality standards. Many students pursue doctoral education for career advancement purposes, and employers typically look for candidates with an accredited degree.

Two types of accreditation are most common: national accreditation is administered to for-profit and career-based colleges, while regional accreditation is usually a more rigorous evaluation process granted to non-profit schools.

Generally speaking, regional accreditation is more widely respected than national accreditation. There are six regional accreditation bodies in the United States, and each monitors the quality of higher education programs within a specific geographic area. Most academically oriented universities are regionally accredited and do not accept credits from nationally accredited programs.

Students who complete an Ed.D. program online should also choose a program with Council for the Accreditation of Educator Preparation (CAEP) accreditation. CAEP accredits educator preparation programs based on content and pedagogical knowledge; clinical partnerships and practice; and candidate quality, recruitment, and selectivity.

The U.S. Department of Education (ED) is a federal agency which distributes federal education funds, collects school data, and enforces education statutes. The Council for Higher Accreditation (CHEA) is an association of American colleges and universities. These institutions support educational self-regulation through voluntary accreditation.

While the ED oversees the legal compliance and federal funding of schools, CHEA holds them to high academic quality standards. Both organizations maintain online databases of recognized accrediting agencies and all accredited schools.

Most often in doctoral level work, people want something more specific than a “general” Doctorate of Education (EdD). Here are rankings of some of the more popular options.

Popular Education & Teaching Doctoral Degrees

Counselor Education: Best Online Doctoral Programs Find the best, fully accredited online doctorate in counselor education programs and see how you can help people and have a successful career with a EdE or Ph.D. in counselor education online.

Curriculum & Instruction: Best Online Doctoral Programs Find the best online curriculum & instruction doctorate programs to help you master the art and science of designing and implementing curricula that will better engage students. Find the best school for you!

Educational Administration: Best Online Doctoral Programs Find the best, fully accredited online educational administration doctorate programs and see how you can help change a school, and a community, with a EdD or Ph.D. in educational administration online.

Educational Leadership: Best Online Doctoral Programs Find the best, fully accredited online educational leadership doctorate programs and see how you can help enact change and become a better leader with a EdD or Ph.D. in educational leadership online.

Educational Technology: Best Online Doctoral Programs Find the best online doctorate in educational technology programs from fully accredited universities. Learn how you can improve the education system with enhanced expertise and knowledges gained from an online doctorate program.

Higher Education: Best Online Doctoral Programs Reach the highest levels of education with an online doctorate in higher education from a fully accredited online university. Prepare for a career as a principal, dean or other administrator.

Special Education: Best Online Doctoral Programs Find the best, fully accredited online Ph.D. in special education programs, and learn how you can impact the education system for all students, especially those with special needs.

Doctorate in Education Careers

Earning a doctorate in education online qualifies educators to advance in many careers. Some graduates focus on educational leadership and become school or college administrators, while others apply their investigative skills to positions in education research. Some Ed.D. holders design and implement curricula as instructional coordinators, while others reenter the classroom at the postsecondary level.

Students completing an online doctoral program in education may consider employment in one of the positions listed below.

Median Annual Salary: $57,700 Projected Growth Rate: 1%

Median Annual Salary: $64,450 Projected Growth Rate: 6%

Median Annual Salary: $78,470 Projected Growth Rate: 11%

Median Annual Salary: $95,310 Projected Growth Rate: 4%

Median Annual Salary: $94,340 Projected Growth Rate: 7%

Doctorate in Education Salary

Factors affecting the earning potential of postsecondary education administrators include education level, professional experience, geographic location, and employer type. The table below contains salary data for postsecondary education administrators in the industries with the highest employment levels for the occupation.

Administrators in colleges, universities, and professional schools receive the best compensation on average. Junior colleges pay slightly more than elementary and secondary schools, while technical and other schools offer the lowest mean annual salary.

Postsecondary Education Administrator Salaries by Employer Type

Source: BLS

Education Professional Organizations

Professional organizations can be a valuable resource for students and graduates of online Ed.D. programs. These organizations connect instructional coordinators, school administrators, and education researchers to opportunities for professional networking and political advocacy. Other member benefits include training resources, annual conferences, career assistance, and research publications. Some organizations also offer product discounts, insurance benefits, and legal services.

Doctorate in education online students may benefit from joining one of the organizations listed below.

• Association for Supervision and Curriculum Development: ASCD promotes research-based and student-centered teaching practices. Members receive access to webinars, an online library, research publications, professional development resources, and discounted teaching supplies.
• School Superintendents Association: AASA provides certification, leadership, and professional learning opportunities to superintendents and school system leaders. Members participate in conferences, webinars, and advocacy initiatives. Other benefits include research access, career services, and funding opportunities.
• American Educational Research Association: AERA promotes education research. Student members may participate in research divisions, special interest groups, advocacy initiatives, and the AERA graduate student council. They may also access research, career, and funding resources.

Students who enroll in an online Ed.D. program should begin researching financial aid options as soon as possible. Many schools provide aid to students who demonstrate academic merit or financial need, and some institutions even have program-specific scholarships. Students working on a doctor of education online may also find funding from professional associations, community programs, and private foundations.

Many degree seekers qualify to receive need-based grants or low-interest loans from the government. Before enrolling in an online education doctoral program, students should submit the Free Application for Federal Student Aid to determine their eligibility for federal financial assistance.

Degree-seeking teachers occasionally receive employer-sponsored tuition assistance or reimbursement. Because employing highly qualified educators benefits schools, some set aside funds specifically for those pursuing graduate credentials.

Students who complete an online Ed.D. program may also participate in the Teacher Loan Forgiveness Program . This government initiative offers student loan forgiveness to qualifying educators who teach in low-income schools or educational service agencies. Depending on their financial and employment situations, graduates who work in the public sector may choose to participate in the similar Public Service Loan Forgiveness Program instead.

Best Online Colleges of 2024

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Online Doctor of Education (EdD) in Leadership and Innovation

Arizona State University’s online Doctor of Education in leadership and innovation is designed for practicing educator-leaders looking to transform their practice and create better learning opportunities for all students. Delivered in a collaborative, cohort model, this program incorporates academic and personal support through leader-scholar community groups made up of your peers and a faculty member.

Quick facts

Next start date: 01/13/2025

Total classes: 20

Weeks per class: 7.5–15

Total credit hours: 90

Degree questions, answered

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Transform education and learning opportunities for students of all ages

• Higher education change leadership.
• Pre-K–grade 12 change leadership.
• Systems, professional and reimagined change leadership.

Collaborate with faculty and fellow students

Who’s a good candidate for this online edd, will my diploma say ‘online’.

No, Arizona State University’s diplomas don’t specify whether you earn your degree online or in person. All diplomas and transcripts simply say “Arizona State University.”

Online EdD in leadership and innovation courses

This program features a curriculum that encourages both self-reflection and collaboration with your leader-scholar community group. In your courses, you’ll build competencies in continually evaluating your professional practice, making informed decisions and understanding the implications of educational innovation. The program culminates in completing and defending your dissertation.

The jobs this Doctor of Education prepares you for

As a graduate, you can put your action-research experience into practice in your workplace and contribute to positive outcomes for learners. You’ll also be equipped to excel in advanced education leadership roles in settings ranging from pre-K–grade 12 to higher education. Potential career paths include, but aren’t limited to:

Today’s educators supporting tomorrow’s change leaders

The Mary Lou Fulton Teachers College faculty draws from a range of academic disciplines including cognitive science, psychology and economics. They seek to answer questions about the process of learning, teaching practices and effects of education policy. Our faculty is also committed to connecting research to schools and other learning environments. They ensure teacher and leadership preparation programs combine scholarly rigor with practical application.

Online doctorate in education leadership admission requirements

Applicants to the Doctor of Education in leadership and innovation program must fulfill the requirements of both the Graduate College and the Mary Lou Fulton Teachers College.

This program has a highly competitive admission process.

Application requirements

Applicants must currently hold a position related to education that will allow them to implement change in their workplace.

All applicants must show proof of a completed master’s degree from a regionally accredited institution.

Applicants must have a minimum of a 3.00 cumulative GPA in the last 60 hours of their bachelor's program. Additionally, applicants must have a minimum of a 3.00 cumulative GPA in an applicable master’s degree program.

All applicants must submit:

• Graduate admission application and application fee.
• Official transcripts.
• Letters of recommendation.
• Personal statement.
• Up-to-date curriculum vitae or resume.
• Writing sample.

Application review criteria

The online program admits students two times a year in the spring and fall semesters. Your application will be rated and ranked based on the following:

• What interests you about this particular doctoral program, given your current or prior professional experiences?
• The extent to which your local problem of practice is unique, important and worthy of investigation as part of your action research projects and dissertation.
• How you envision the program helping you address your identified problem of practice and achieving your professional goals.
• How you see the program improving your commitment and ability to engage with issues of diversity and inclusion.
• Your overall fit, given the goals and objectives of the program.
• The overall quality of your writing.

Personal statement

For the committee to gain a better understanding of your fit for the program, you must submit a three-page, double-spaced (1" margins and 12-point font) personal statement that answers the following three topics:

• In approximately 250 words, explain why you’re interested in pursuing an EdD in MLFTC’s leadership and innovation program. Describe how your professional goals intersect with the values and action research methodologies of the program.
• In approximately 200 words, describe a local problem of practice in your current professional work. Focus on why this problem is significant to you and others, and the change you hope to see. This is explored more deeply in your writing sample — here you should focus on how this problem captured your attention and what motivates your interest or passion for addressing it.
• In approximately 300 words, share how your background and experiences demonstrate your commitment to and exemplify the ASU Charter, which states: “ASU is a comprehensive public research university, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural and overall health of the communities it serves.” Discuss how those commitments might be reflected in your research should you join our program.

The admission committee pays particular attention to the quality of writing and clarity demonstrated in your answers to these questions.

Guided writing sample

To allow the admissions committee to best evaluate your qualifications for entrance into the EdD program, please submit a 3–5-page essay to address the following question:

What is action research and how can it be used to address problems of practice?

Your essay should be between 800 and 1,200 words (not including references). The writing sample must be double-spaced, use 1" margins and written in 12-point font.

We have made three articles available to you to read and consider when formulating your response (see below). We encourage you to refer to these resources and other literature in your essay. You must ensure all literature is appropriately cited and referenced following APA 7th edition style guidelines.

Please email [email protected] if you have any questions or need assistance.

Provided research literature:

• Rasmussen, H. T. (2018) . Getting to maybe: Improving the education doctorate in an era of uncertainty. Impacting Education: Journal on Transforming Professional Practice, 3 (2), 24-29.
• Hammond, M. (2013) . The contribution of pragmatism to understanding educational action research: value and consequences. Educational Action Research, 21 (4), 603-618.
• Buss, R. R. (2018) . Using Action Research as a Signature Pedagogy to Develop EdD Students’ Inquiry as Practice Abilities. Impacting Education: Journal on Transforming Professional Practice, 3 (1).

Recommendations

For a complete application, you’ll need three professional references. The admission committee prefers to review a reference from each of the following categories:

• Your current supervisor or someone in a supervisory position with whom you’ve worked.
• Someone in an academic position with whom you’ve studied or worked, such as a professor or someone who can write about your ability to undertake graduate studies.
• A person of your choice, such as someone who you know professionally and who can write about your qualities that will contribute to your success in a practice-focused doctoral program.

Your recommenders will receive a form that asks them to explain your qualities and fit for the program with respect to the following desired professional attributes:

• Collaboration with others.
• Dedication to equity access and inclusiveness.
• Initiative.
• Overall potential for graduate studies.
• Perseverance.
• Potential for leadership.
• Professionalism.
• Receiving and using feedback.
• Research aptitude.
• Writing ability.

Please provide the recommenders’ names, current places of business, and email addresses when submitting your application. Recommenders will receive a form to complete and provide their feedback.

Additional admission information

An applicant whose native language is not English (regardless of current residency) must provide proof of English proficiency.

Join one of the best colleges of education in the nation

Mary Lou Fulton Teachers College brings people and ideas together to increase the capabilities of educators and the performance of education systems. According to U.S. News & World Report, Mary Lou Fulton Teachers College is the only U.S. college of education to rank in the top 15 for both on-campus and online graduate education degrees.

best online master’s in educational administration programs.

best online master’s in curriculum and instruction programs.

best online master’s in educational/instructional media programs.

best online master's in education programs.

Tuition calculator

Use our calculator to estimate your full-time or part-time tuition fees for this program prior to any financial aid. Keep in mind that most of our students receive financial aid, which can reduce out-of-pocket costs. Learn more.

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• 19 Best Online Doctorates in Educational Technology

By TED Staff November 2021

According to the Bureau of Labor Statistics, the field of educational technology is projected to grow at a rate of 10% between now and 2030 — a much faster rate than average for other occupations in the field of education. That makes this an ideal time to upgrade your master’s degree to a doctorate!

Currently, opportunities abound in the following areas: web-based learning manager, multimedia designer, web instructor, course  developer or designer, director of distance learning, online teacher, virtual reality specialist, coordinator of a computer learning lab, and educational software consultant, to name just a few.

Even without a degree in the field, if you teach, train, work as a human resource specialist, write or consult (and you have the appropriate educational background), it might be desirable to take a sideways journey into educational technology and put your skills to use in an innovative way.

Making such a change would likely be very lucrative since the salary of a technologist is often higher than that of a typical teacher. In fact, the field of educational technology earns some of the highest pay among educators. According to Payscale, the following average salaries were reported in 2020:

• Administrative Assistant: $40,294
• Learning and Development Specialist: $62,439
• Corporate Trainer: $57,056
• Director of Operations: $93,051

An educational technology specialist is in demand across many sectors of the economy–whether in the K-12 school system or inside corporations as trainers, consultants, and coordinators.

If attending classrooms full time is not possible for you at this time–because of work or other responsibilities–an online education is a wonderful solution. You can work and study at your own pace, and you can stay inside your own comfortable environment. The professors for your curriculum will be the same as those in traditional institutions. And, best of all, your degree will be authentic and exactly the same in appearance as if you had sat inside a brick-and-mortar classroom all those years.

Top Education Degrees has compiled a list of excellent online programs for doctorates in educational technology, with schools ranked by the criteria shown below. In cases of a tie, the advantage goes to the program with the lower tuition rate.

Annual Graduate Tuition:

Under $10,000: 5 points Under $20,000: 4 points Under $30,000: 3 points Under $40,000: 2 points Under $50,000: 1 point

US News & World Report  Best Graduate Education Ranking (2022):

Top 5: 5 points Top 10: 4 points Top 25: 3 points Top 50: 2 points Top 100: 1 point

Graduation Rate:

Above 95%: 5 points Above 90%: 4 points Above 80%: 3 points Above 65%: 2 points Above 50%: 1 point

20-Year Net Return on Investment (ROI):

Above 9%+: 5 points 7%-8%: 4 points 5%-6%: 3 points 3%-4%: 2 points 1%-2%: 1 point

Indiana University, Bloomington Online Doctor of Education in Instructional Systems Technology 

Bloomington, Indiana Annual Tuition: $9,786 (Indiana residents), $31,932 (out-of-state) Total Points: 8

Graduate students earning Indiana University’s online Ed.D. in Instructional Systems Technology have the same resources and support as traditional, on-campus students. Consisting of 60 credit hours, IU’s Doctor of Education degree covers the acquisition of knowledge and the best practices for augmenting this process in an educational setting. Uniquely, admission to this online degree program does not require a GRE score, though students are required to complete both a dissertation and a 9-12 credit complementary minor.

University of South Carolina Online Doctorate of Education in Education Systems Improvement 

Columbia, South Carolina Annual Tuition: $13,737 (South Carolina residents), $29,760 (out-of-state) Total Points: 9

The University of South Carolina online doctor of education in curriculum and instruction, educational technology specialization is also fully online and 60 instructional hours in duration. The program offers a discounted rate of tuition of $515 per hour for certified teachers who reside in the Palmetto State. Students in the University of South Carolina EdD in curriculum and instruction, educational technology specialization online can expect to be asked for: proof of a master’s degree; two letters of recommendation that speak to the applicant’s ability to operate at the doctoral level; a letter of intent that meets the guidelines spelled out at the above website; and a GRE or MAT score.

University of Florida Online Doctorate in Education in Curriculum & Instruction w/ emphasis on Educational Technology

Gainesville, Florida Annual Tuition: $10,770 (Florida residents), $27,335 (out-of-state) Total Points: 10

University of Florida offers an online Ed.D. in Curriculum & Instruction with an emphasis on educational technology. The 54-credit degree program follows the cohort model, and new cohorts begin every two years (the next cohort begins in fall 2022). Prospective doctoral students at University of Florida are able to transfer in a maximum of 15 credit hours from other accredited doctoral-level programs. Besides a master’s degree, admission to this doctoral educational technology degree program requires a recent GRE score, a statement of purpose, and multiple letters of recommendation.

Michigan State University Online Ph.D. in Educational Psychology and Educational Technology

East Lansing, Michigan Annual Tuition: $18,858 (Michigan residents), $37,056 (out-of-state) Total Points: 11

GRE scores are a required part of the admission process for the Michigan State University doctor of philosophy in educational technology online. Completed over five years, the 63 credit hour degree is comprised of coursework; preliminary and comprehensive examinations; annual reviews; and the dissertation process. Michigan State University’s online PhD in educational technology also asks for three letters of recommendation, a professional statement of goals, a writing sample, and a current resume or CV as part of the admissions packet.

Texas A&M University Online Ph.D. in Learning Design & Technology

College Station, Texas Annual Tuition: $6,775 (Texas residents), $19,048 (out-of-state) Total Points: 11

Texas A&M offers a Ph.D. in Learning Design & Technology which can be completed entirely online. Earning the doctoral degree requires completing 64 credit hours of specialization coursework and a series of educational psychology classes. A dissertation and a component on research design and methodology must also be completed before graduation. To apply, you will need to submit three letters of recommendation, a recent GRE score, and a statement of purpose.

Sam Houston State University Online Doctorate of Education in Instructional Systems Design and Technology

Huntsville, Texas Annual Tuition: $5,765 (Texas residents), $13,127 (out-of-state) Total Points: 11

The Sam Houston State University doctor of education in instructional design systems and technology online’s 60 units are offered 100% online with no on-campus component. The program follows a cohort model and asks a significant devotion of time, or the student will not progress. Sam Houston State University’s online EdD in instructional design systems and technology is looking for applicants who can provide evidence of: a master’s degree in IDT or a related field; a recent GRE score; a professional (preferably published) writing sample; three years of teaching experience; and three letters of recommendation as part of the admissions process.

Central Michigan University Online Doctorate of Educational Technology

Mount Pleasant, Michigan Annual Tuition: Total Points:

Central Michigan University online doctor of educational technology’s 54 credits are experienced by the student as two classes per semester, three terms per year, for two years, and then the dissertation process. The program operates with a cohort model and runs two cohorts per year. The Central Michigan University doctor of educational technology online offers a GRE or MAT waiver for qualified applicants and also requires three letters of recommendation and an essay to go with the other more traditional admissions requirements.

Old Dominion University Online Ph.D. in Education in Instructional Design and Technology

Norfolk, Virginia Annual Tuition: Total Points:

The Old Dominion University doctor of philosophy in education in instructional design and technology online requires a master’s degree, but not in any specified field. The 60 unit program assumes prior coursework in the field and in statistics. Old Dominion University’s online PhD in education in instructional design and technology is on the lookout for applicants with an acceptable GRE score, three recommendations, a 500-word essay on the degree’s necessity in the achievement of your professional goals, and a phone or Skype interview with faculty.

New Jersey City University Online Doctorate in Education in Educational Technology Leadership

Jersey City, New Jersey Annual Tuition: Total Points:

The New Jersey City University doctor of education in educational technology leadership online’s 60 credits are pursued with six credits in the spring, six credits in the fall, and 8 credits in the summer (plus a one-week on-campus session each summer) every year for three years. This cohort model program starts every summer. New Jersey City University’s online EdD in educational technology leadership wants a minimum one thousand word essay on the student’s professional goals, three letters of recommendation, an acceptable LSAT/GRE/MAT score, and a current CV or resume.

Johns Hopkins University Online Doctorate in Education in Instructional Design in Online Teaching and Learning

Baltimore, Maryland Annual Tuition: Total Points:

The Johns Hopkins University online doctor of education in technology integration in K-16 education requires 90 quarter graduate units of study. This is a four course specialization of the EdD and it runs on the cohort model. Applicants to the Johns Hopkins University EdD in technology integration in K-16 education online should be prepared to provide a graduate degree with at least a 3.0 GPA, a resume, a personal statement, and three signed letters of recommendation with their admissions materials.

University of West Florida Online Doctorate in Education in Instructional Design and Technology

Pensacola, Florida Annual Tuition: Total Points:

The University of West Florida offers an online doctor of education specializing in instructional design and technology degree that is 45 credit hours. The program’s focus is on learning how to use technology to improve productivity and performance in the workplace and to design and develop distance learning programs for an organization. All students in the University of West Florida’s online EdD specializing in instructional design and technology degree program complete a common core of foundational knowledge, in addition to electives. The dissertation is your final step, an 18 semester undertaking in which you’ll work independently but under the guidance of the dissertation committee.

University of North Texas Online Ph.D. in Learning Technologies 

Denton, Texas Annual Tuition: Total Points:

The University of North Texas offers a 60-69 credit hour, online doctor of philosophy in learning technology degree that equips graduates to be proficient in both content and process and prepares them to work at organizations or universities/colleges. New cohort classes start each summer semester, and classes run in 8-week formats with students taking 1-2 courses at a time. Program objectives of the University of North Texas’s online PhD in learning technology degree are six-fold: synthesize knowledge; create knowledge; communicate knowledge; think creatively and reflectively; engage in professional development, and participate actively in one’s profession.

Morehead State University Online Doctor of Education in Educational Technology Leadership 

Morehead, Kentucky Annual Tuition: Total Points:

Candidates for the online doctor of education in educational technology degree at Morehead State University must successfully complete and defend both a qualifying exam and their doctoral capstone. The 60 credit hour program devotes 18 core hours to the following courses: principles of leadership; understanding and conducting research; action research and grant writing; analysis and thesis; educational change; and legal and ethical issues and the exercise of judgment in education. Admission to Morehead State University’s online EdD in educational technology degree calls for a resume/c.v., goals statement, three letters of recommendation, and GRE/MAT/GMAT scores.

University of Memphis Online Doctor of Education in Instructional Design and Technology 

Memphis, Tennessee Annual Tuition: Total Points:

The University of Memphis offers a 54 credit hour,100% online doctor of education in instructional design and technology degree that is designed to produce scholars and researchers who will work in academic environments. Students must commit to studying with a cohort, and the course-rotation schedule is available well in advance so you can make plans. The University of Memphis’s online EdD in instructional design and technology degree will prepare you for several careers, including the following: instructional designer; corporate trainer; professor of higher education; director of professional development; researcher; director of human resource training; and director of curriculum and instruction.

Duquesne University Online Doctor of Education in Educational Technology

Pittsburgh, Pennsylvania Annual Tuition: Total Points:

The online doctor of education in instructional technology and leadership degree offered by Duquesne University is a 54 credit, three year program whose graduates will be able to hold positions in the higher reaches of education and business. First-year students must attend a two-day orientation on campus at the beginning of the fall semester. Three advanced level seminars are required to guide the dissertation student in the EdD in instructional technology and leadership online program. A Catholic university in the Spiritan tradition, Duquesne University maintains a very admirable student to faculty ratio of 14:1.

Kennesaw State University Online Doctor of Education in Instructional Technology

Carrollton, Georgia Annual Tuition: Total Points:

Kennesaw State University offers a 66 credit hour, online doctor of education in instructional technology online that has two tracks, initial or advanced. The initial track is for educators who wish to integrate technology into classrooms and to coach other educators. The advanced track is for educators who currently hold or aspire to hold a technology leadership position at the school, district, or state level. Both tracks of Kennesaw State University’s online EdD in instructional technology degree program require a 9 credit hour dissertation. Please visit the school’s state authorization site to make sure the online degree is available in your state.

Liberty University Online Ph.D. in Education in Instructional Design & Technology

Lynchburg, Virginia Annual Tuition: Total Points:

Liberty University examines relevant topics and current events in light of a Christian worldview. Their 60 credit hour, online doctor of philosophy in education, specialization in instructional design and technology, is delivered in 8-week courses and will take up to 3 years to complete. You’ll study core curriculum critical to leadership in K-12 and higher education settings. Liberty University’s online Ph.D. in education includes the following courses in the specialization in instructional design and technology: principles of human performance technology; and models for instructional design and technology. A dissertation is required, and up to 15 credit hours may be transferred in.

Boise State University Online Doctor of Education in Educational Technology

Boise, Idaho Annual Tuition: Total Points:

Boise State University offers a fully online doctor of education in educational technology degree that is 66 credit hours. No campus visits are required, and all courses are online, available at your pace, but in some cases they are synchronous, requiring attendance. Students will engage in research in various facets of educational technology, including learning analytics, games and simulations, professional development, online learning, mobile technologies, and data mining. Check out scholarship opportunities from the College of Education. The online EdD in educational technology degree at Boise State University features several graduate student resources, such as writing coaches, formatting labs, and dissertation help.

University of Texas Rio Grande Valley Online Doctor of Education in Curriculum and Instruction in Educational Technology

Edinburg, Texas Annual Tuition: Total Points:

The University of Texas Rio Grande Valley has a 60 credit hour, 100% online doctoral specialization in educational technology degree that is created to enable students to design, develop, and teach courses through Web-based instruction. You will be prepared to teach in colleges and universities. The cohort model courses in the University of Texas Rio Grande Valley’s online doctoral specialization in educational technology program include the following: theories and practices in effective online pedagogy; advanced instructional design; evaluation and assessment in instructional technology; course management and instructional systems in K-16; and trends in educational technology K-16.

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• Best Online Doctorates In Education

Best Online Doctorates In Education Of 2024

Updated: May 15, 2024, 10:59am

If you’re a rising or mid-career education professional, you may have considered earning a doctorate in education, whether it’s a Ph.D. or a Doctor of Education (Ed.D.).

A doctoral degree can lead to higher earning potential and better job opportunities, including leadership roles in education, government, and both the nonprofit and private sectors. But earning that doctorate involves a multiyear commitment—and often a hefty price tag.

Earning your doctorate in education online can make this career step more accessible. Online degree programs often cost less than their on-campus counterparts, and they offer more flexibility, allowing you to keep working while you complete your studies.

To help jump-start your program search, we ranked the 10 best U.S. colleges and universities offering online doctorates in education according to metrics such as affordability, flexibility and student outcomes. Get the details on each program, learn why accreditation is critical for any degree and find out what to consider before committing to online study.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• Over 3,868 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked 149 accredited, nonprofit colleges offering online education doctoral programs in the U.S. using 14 data points in the categories of student experience, credibility, student outcomes and affordability. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

Data is accurate as of February 2024. Note that because online doctorates are relatively uncommon, fewer schools meet our ranking standards at the doctoral level.

We scored schools based on the following metrics:

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Portion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

We chose the 10 best schools to display based on those receiving a curved final score of 86% or higher.

Find our full list of methodologies here .

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Best Online Doctoral Degrees in Education

Should you enroll in an online doctorate in education program, accreditation for online doctoral degrees in education, how to find the right online doctorate in education for you, frequently asked questions (faqs) about online doctoral degrees in education, johns hopkins university, endicott college, university of central florida, alverno college, union institute & university, gwynedd mercy university, university of southern mississippi, ball state university, indiana university bloomington, liberty university.

Program Tuition Rate

$2,100/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Baltimore, Maryland-based Johns Hopkins University offers a four-year Doctor of Education Program that emphasizes social justice, critical thinking and effective communication.

Designed to accommodate working practitioners, this part-time program is fully online. Students focus on a “Problem of Practice”—a topic of concern that they’ve encountered in their work—which becomes the subject of a culminating dossier-style dissertation project. This project is required for graduation and can take the form of an oral presentation, public-facing or scholarly writing, or a video.

• Our Flexibility Rating: Learn on Your Schedule
• School Type: Private
• Application Fee: $80
• Degree Credit Requirements: 48–54
• Program Enrollment Options: Part time
• Example Major-Specific Courses: Foundations of education, applied research and evaluation
• Concentrations Available: N/A
• In-Person Requirements: No

$1,113/credit

A private institution in Beverly, Massachusetts, Endicott College offers online Ed.D. and Ph.D. in education programs that combine research with practical field experience. The school’s Ed.D. program in educational leadership with a concentration in pre-K-12 education promotes an innovative mindset. This program features primarily online coursework along with residency weekends.

Endicott’s two research-based, fully online Ph.D. programs train students through coursework, mentorship and doctoral apprenticeships. The curriculum and teacher education concentration centers on teacher preparation and development and curriculum theory, while the higher education concentration delves into the administrative, financial, legal and sociocultural dimensions of present-day higher education.

• Application Fee: $50
• Degree Credit Requirements: 51–60 credits
• Program Enrollment Options: Full time
• Example Major-Specific Courses: Advanced qualitative methods, current issues in educational policy
• Concentrations Available: Curriculum and teacher education, higher education, pre-K–12 education
• In-Person Requirements: Yes, in the Ed.D. in educational leadership program

$327/credit

The fully online Ed.D. in curriculum and instruction from the University of Central Florida in Orlando allows students to choose among 13 specialization areas such as curriculum and instruction, health and human performance, and educational psychology.

Core coursework covers topics like learning and motivation, organizational theory in education and identifying complex problems of practice. All specializations include a “Laboratory of Practice” that gives students practical leadership and research experience in a professional setting.

• School Type: Public
• Application Fee: $31
• Degree Credit Requirements: ​​54–57
• Program Enrollment Options: Part time, full time
• Example Major-Specific Courses: Evaluation of school programs; data, assessment and accountability
• Concentrations Available: Curriculum and instruction; education psychology; English language arts; exceptional student education; gifted education; global, international and comparative education; health and human performance; instructional design and technology; ; methodology, measurement and analysis; reading education; social science education; TESOL; K-8 mathematics education; signature research area (mindfulness and meditation in education)
• In-Person Requirements: Yes, a field-based “Laboratory of Practice”

$1,043/credit

Alverno College is a private, Catholic women’s college in Milwaukee, Wisconsin, that offers coeducational graduate programs. The college’s online Ed.D. in education offers three concentration options: K–12 leadership, higher education leadership and teaching and learning in higher education.

Each program places students in a cohort of fellow education professionals who proceed through the program in unison. Small class sizes foster personal and professional connections with fellow students and instructors. All three concentrations provide resources and support for the concluding dissertation from the first semester.

Although Alverno’s online Ed.D. is primarily online, students in all concentrations are expected to attend two on-campus weekend residencies.

• Application Fee: Free
• Degree Credit Requirements: 54–57
• Program Enrollment Options: Accelerated
• Example Major-Specific Courses: Equity in diverse educational settings, higher education curriculum and assessment
• Concentrations Available: Higher education leadership, K–12 leadership, teaching and learning in higher education
• In-Person Requirements: Yes, two on-campus weekend residencies

$795/credit

The Ed.D. Program at Cincinnati’s Union Institute & University emphasizes issues surrounding equity and social justice. Majors in pre-K–12 educational leadership and higher education leadership help students develop the skills needed to lead organizations and institutions toward real-world change.

Structured for maximum flexibility, the 100% online program comprises three terms per year (spring, summer and fall), with a virtual residency at the start of each. Union also allows eligible students to transfer up to 24 credits of previous graduate coursework for an accelerated timetable.

• Degree Credit Requirements: 66
• Program Enrollment Options: Accelerated, part time, full time
• Example Major-Specific Courses: Schools, society and culture; education and social justice; research methods
• Concentrations Available: Educational leadership, pre-K–12; higher education leadership

$980/credit (in-state)

Gwynedd Mercy University (GMercyU), located outside Philadelphia, Pennsylvania, offers an online executive Ed.D. featuring four concentrations geared toward leadership positions in all levels of education (pre-K through college) and in education-related nonprofits and government. Coursework covers topics like assessment, education research and teaching, faculty management and community relations.

Each concentration takes about three years to complete and consists of online coursework, two on-campus residencies, field experience and one week of international study in Limerick, Ireland (costs of the latter are included in tuition).

The program provides a high level of dissertation support from the outset. GMercyU also offers an 18-month ABD variant for students who have completed Ed.D coursework but not the dissertation.

• Our Flexibility Rating: Learn on a Set Schedule
• Application Fee: N/A
• Degree Credit Requirements: 54
• Example Major-Specific Courses: Designing interventions and assessing outcomes, school law and policy in special education
• Concentrations Available: Teaching and learning in higher education, leadership in pre-K–12 schools and school districts, leadership in special education, leadership in higher education
• In-Person Requirements: Yes, on-campus and global residencies

$535/credit

The University of Southern Mississippi ’s fully online Ed.D. in higher education administration dispenses with a dissertation requirement in favor of a capstone research project. This project focuses on real-world problems students have encountered in their professional lives. Capstone courses are scheduled in parallel with the content courses so that students finish the capstone in tandem with their required coursework.

Synchronous classes take place weekly, typically in the evening, allowing students to form a genuine learning community with instructors and classmates. Applicants need a current educator license and at least three years of teaching experience.

• Our Flexibility Rating: Learn Around Your 9-to-5
• Application Fee: $60
• Example Major-Specific Courses: Public school finance, school law

$464/credit (in state)

Ball State University ’s online doctorates in education include three Ed.D. programs and two Ph.D. programs. These programs cater to educators and school administrators who aspire to higher-level teaching positions or leadership roles in policy or administration.

Located in Muncie, Indiana, Ball State’s programs are among the few online doctoral programs in the Midwest. Students may continue working full time through their programs and can choose a start date in the fall, spring or summer to accommodate their schedules. Some programs include an in-person field experience in areas like clinical work, college teaching or in-service training.

Note: The stated 91 to 97 credits may sound like a lot, but Ball State University encourages doctoral candidates in education to transfer credits from their master’s degrees. Students must complete a minimum of 48 credits through Ball State.

• Degree Credit Requirements: 91–97
• Example Major-Specific Courses: Statistical methods in educational and psychological research; behavior studies
• Concentrations Available: Elementary education, literacy/reading education; early childhood education, higher education, community college leadership, adult and community education
• In-Person Requirements: Yes, field experience

$500/credit (in state)

Indiana University Bloomington lets applicants choose among five online doctorates in education—an Ed.D. in literacy, culture and language education, an Ed.D. in instructional systems technology, and an Ed.D. in curriculum and instruction with specializations in art, math and science education.

All four programs require 60 credits and a successfully completed dissertation for graduation. Fully online and asynchronous, these doctorates serve working practitioners who want to teach at colleges and universities or advance to high-level administrative positions in those and other institutions (such as museums, in the case of the art education specialization).

• Application Fee: $70
• Degree Credit Requirements: 60
• Example Major-Specific Courses: Theoretical issues in the study of language and literacies; research seminar in literacy, culture and language education
• Concentrations Available: Literacy, culture, and language education; science education; math education; art education; instructional systems technology

$565/credit

Liberty University is a private, Christian institution in Lynchburg, Virginia. The university’s online doctoral offerings in education consist of six Ph.D. and Ed.D. programs with a wide array of specializations available in areas like curriculum and instruction, higher education leadership and special education.

All courses are fully online and asynchronous, with each course lasting eight weeks to offer learners maximum flexibility. Ph.D. students conclude their course of study with a dissertation, while Ed.D. programs culminate in a research-driven capstone project, developed with a faculty mentor, that addresses a real-world challenge in the education field.

• Degree Credit Requirements: 54–60
• Example Major-Specific Courses: Advanced learning theory and research, history and future of special education
• Concentrations Available: Educational leadership, curriculum and instruction, educational psychology, elementary education, instructional design and technology, middle grades education, online teaching and learning, secondary education, special education, higher education administration, assessment and evaluation, organizational leadership, student affairs, educational law

An online doctorate in education can be a practical option if you need the flexible schedule and lower costs that come with remote learning. However, consider these key questions before you commit to earning a doctorate online:

• Is the program accredited? Before anything else, verify that an accrediting organization approved by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education has accredited any school or program you have in mind. Accreditation ensures that the program meets minimum quality standards and that future employers will recognize your doctorate.
• How do you prefer to learn? Consider which mode of online learning best suits your learning style. Synchronous delivery means you log into class at set times every week, whereas asynchronous delivery means your learning schedule is in your hands. Hybrid learning combines these two modes. Decide whether you benefit from more built-in structure or if you’re comfortable creating your own.
• Will distance and location affect your availability? Even though most of their coursework takes place online, some programs listed here require students to attend residencies or other activities on campus. Think about whether factors like travel time or the need for childcare or a pet sitter will affect your ability to fulfill in-person requirements.

Two kinds of accreditation are critical for anyone considering an online doctorate in education. Institutional accreditation confirms an educational institution’s overall quality and effectiveness. It attests to the school’s academic rigor, faculty qualifications, financial governance and student services, among other criteria.

Verify a school’s accreditation via the accreditation page on its website or use CHEA’s directory to research accredited schools, departments and programs.

Programmatic or specialized accreditation applies to specific programs or departments within an institutionally accredited school. In the U.S., the Council for the Accreditation of Educator Preparation (CAEP) is the most prominent accreditor of degree programs in education. You can verify your program’s accreditation using CAEP’s online directory .

Consider Your Future Goals

Settling on the right doctorate in education program is a major decision that will shape your academic and professional trajectory. Before you start researching, ask yourself what you want to get out of your doctoral study. Are you interested in teaching, research, administration, policy or some other aspect of education? Defining your objectives can help you choose a program that fits your needs.

Next, you can begin assessing individual doctorate in education programs. Ph.D. programs often emphasize research and academia, while Ed.D. programs may focus more on practical applications in educational leadership and administration. Decide which type of program matches your career goals and learning preferences.

Finally, examine the student outcomes for any potential program. Consider where graduates have found jobs, how far they’ve advanced in their careers and what contributions they’ve made to the education field. Alumni networks and testimonials can give you insight into the program’s effectiveness in preparing students for the careers they want.

Understand Your Expenses and Financing Options

Tuition costs for the online doctorates covered on this page range from less than $20,000 to more than $110,000. Financing options differ by program, and your eligibility for assistance depends on your financial situation at the time you apply. To find out what types of aid you qualify for, you’ll need to do some research.

Start by filling out the Free Application for Federal Student Aid (FAFSA®) to determine your eligibility for federal financial aid programs. Online students are usually eligible for federal aid, but some programs may have specific eligibility requirements, so ask your school’s financial aid office for more information.

The financial aid office may be able to point you to some of the following resources as well:

• Scholarships and grants. Some doctoral students, including those enrolled in online programs, may qualify for these forms of gift aid. Grants and scholarships can be merit-based, need-based or specific to certain disciplines.
• Employer tuition reimbursement. If you’re currently working, ask your employer whether they offer tuition reimbursement or sponsorships. If your doctorate is relevant to your present role or a potential future role within the organization, some employers may be willing to cover at least part of your tuition costs.
• Fellowships. Occasionally doctoral programs will offer fellowships: financial support in the form of a stipend or tuition remission in exchange for research or teaching assistance.
• Student loans. Private loans from banks, credit unions or online lenders are a potential resource, but remember that private loans typically mean higher interest rates and less-flexible repayment options than federal loans.

Scrutinize all terms and conditions, ideally in writing, before you agree to any financing option, to avoid any potentially adverse effect on your financial status after you graduate.

Is it worth getting a doctorate in education?

The value of a doctorate in education depends on several factors, including career goals and financial considerations. If you suspect you’re not fully committed to several more years of academic study, explore other ways you could achieve your career goals in education, such as a professional certification or a specialized training program.

How long does a doctorate in education take?

Earning an online doctorate in education typically takes from three to seven years. Factors that can affect completion time include specific program requirements, whether the student already holds a master’s degree in education and whether they enroll full time or part time.

What is the difference between a Ph.D. and a doctorate?

The terms Ph.D. and doctorate are sometimes used interchangeably, but there are important differences between them. A Ph.D. is a research-oriented doctoral degree in a wide range of academic disciplines, such as the humanities, sciences, social sciences, education and engineering. A “doctorate” refers to a broader category that encompasses all types of doctoral degrees, including Ph.D., Ed.D., J.D., M.D. and Psy.D. degrees.

What is a doctoral degree in education?

A doctoral degree in education, sometimes known as a Doctor of Education (Ed.D.) or a Doctor of Philosophy in Education (Ph.D. in Education), is the most advanced degree in the education field. It prepares teachers, researchers, administrators and other professionals to contribute to the education field through scholarly inquiry, critical analysis and the practical application of knowledge.

Jeff Tompkins is a writer and teacher of English as a Second Language living in New York City. He was born in Hartford, Connecticut, in 1967 and was educated at Brown University and University College London. His articles and reviews have appeared in CHA Review of Books and Films, the Brooklyn Rail, the Chicago Review of Books, PopMatters, Words Without Borders, and other outlets.

• Prospective Students
• Make a gift to the School of Education
• Attend a credential program info session
• Know if my courses meet the prerequisite requirements for the teaching credential
• Find course schedules
• Learn more about the MA part of the Credential/MA program
• Learn about applying to the teaching credential program
• Know if the School offers a part-time, night or summer teaching credential program
• Learn about the cost of the Credential/MA program
• Learn about the Doctorate in Educational Leadership (EdD)
• Learn about the PhD program

PhD header 7

Kaozong Mouavangsou

MA ’16, PhD ’22

Digital Education Leadership — Certificate, Master of Education, Doctorate of Education

• 9-17 months to complete
• $607/per credit — Certificate, MEd, EdD specialization, or PhD electives
• Online, or in person with real-time web meetings; cohort model
• 18–36 credits
• Washington-state approved, NWCCU accredited
• Schedule informational appointment

Upcoming deadline: Aug. 15, 2021

Next start: Sept. 13, 2021

Application deadline: 3/1/2025

Enhance your teaching and professional productivity in this hyflex program

How can an advanced degree in Digital Education Leadership DEL prepare you to meet the needs of today’s learners? A DEL certificate, master’s degree, or doctorate prepares you to make research-based decisions to implement and support digital technologies in K-12, higher education or corporate learning environments. As new technologies enter the learning environment, this hyflex Digital Education Leadership program prepares graduates to research, recommend, and implement solutions that will benefit learners and educators.

Are you ready to learn from outstanding professors and expert practitioners in the field?

Program Overview

The school of education difference.

Seattle Pacific was founded more than 125 years ago, and the University has been preparing some of the most sought-after educators in the region for more than 90 years. Today, entrance to School of Education graduate programs is highly competitive. Faculty members — each teaching his or her own courses and each holding a doctorate — have worked to develop rigorous programs of quality.

The School of Education at Seattle Pacific University offers more than a dozen graduate programs. You can choose from three doctoral programs, seven master’s degree programs, and five certification programs, all of which focus on developing competence, character, leadership, and service in educators. While many students train to become teachers, others prepare for roles as school counselors, principals, superintendents, district office personnel, or professors in higher education. SPU’s reputation in P–12 education in Washington and across the country is strong, and students who complete our graduate degree and certificate programs enjoy a higher rate of employment than the state's average.

Why Seattle Pacific for your Digital Educational Leadership certificate, master’s, or doctoral degree?

Technology has the potential to enhance teaching, learning, and professional productivity in every educational setting. As an educator, you are well aware of technology’s potential — how it can impact the way you teach, as well as the way students learn.

There is a difference between potential and delivery, however, and as new technologies find their way into the learning environment, educators often find they need additional support. SPU’s graduate options in Digital Education Leadership (DEL) are hyflex and designed to prepare you to make research-based decisions implementing and supporting digital technologies in the learning environment. The Digital Education Leadership certificate, MEd, and EdD are aligned with the International Society for Technology in Education ( ISTE ) standards for students, educators, coaches, and administrators.

Expert, caring faculty have a desire to help students succeed. Faculty are known for mentoring their students during and following their educational programs. These professors model lifelong learning through scholarly activities of their own, publishing frequently, and presenting at professional conferences.

Seattle Pacific is a member of the Association of American Colleges and Universities and of the American Association of Colleges for Teacher Education. SPU certification programs are approved by the Washington state Professional Educator Standards Board. The School of Education is also a member of the Association of Independent Liberal Arts Colleges for Teacher Education, and has a chapter, Sigma Phi Upsilon, of Chi Sigma Iota, an international honor society that values academic and professional excellence in counseling.

Built on an character education foundation, the graduate programs at SPU offer first-class education through the lens of Christian faith and values. Students take ethics courses, and character issues are integrated throughout the curriculum.

Designed for working professionals, all courses in this program are online, with weekly real-time web conferences. It is designed using a cohort model, with a new cohort beginning every Autumn Quarter.   

School of Education graduates move on to purposeful careers in schools and district-level leadership throughout the country. When you obtain a graduate degree from SPU’s School of Education, you join a community of alumni who stay connected. 

James Bettis

DEL Graduate | Instructional Technology Coach, Edmonds School District

“I decided to pursue the DEL program after looking at similar programs at other universities. David was the first professor to call and talk to me in person. He took the time to explain the program to me and he asked about my teaching experience and assured me that the DEL program would be a good fit for me … and it was! During the program I was able to move from being a classroom teacher to working as an Instructional Technology Coach, so I use the learning from the program in my day-to day-work. I draw on my learning around coaching, ethics, and digital best practices daily in my current role. I really enjoyed the closeness and small size of our cohort. We spent time reading and responding to each other's work in addition to other collaboration. Our six-member cohort became pretty close in the two-year program and some of us have stayed connected well after we graduated. Also, I appreciated the flexibility of the program being able to work online and having the option to visit campus for larger projects was a great bonus.”

Mun Shing Cheong

DEL Student | CEO of Qurio Education in Hong Kong

“I made a switch to a new job, taking on a leadership role in education. I thought that the DEL program at SPU would be great because even though I have many years of work experience in tech, the field of education was completely new to me. What stands out to me the most is DEL’s focus on digital, education, and leadership. Those were the exact key areas I was looking for as I am passionate about transforming education and the future of education. The fact that this program covered pedagogy, EdTech, and was tailored to training leaders in education checked all the boxes for me. I've learned to be comfortable and agile with technology, and more importantly, I've learned that if a leader can turn an organization into a learning organization, she/he brings the whole team along with them in the journey of growth and as a result, the whole organization grows and thrives. I highly recommend this program to educators who are looking to take their career to the next level and who want to be prepared for what the future of education might bring. The program is also perfect for anyone looking to pivot into education or a career switch into education.”

Christine Lackie

DEL Graduate

“I had been teaching for several years and saw the changing landscape of digital tools being used but worried about using tech with students in the K-5 setting. Among other things, I wanted to dig deeper into why my initial reaction was to shy away from using digital tools and platforms as an educator. I am so thankful that I pushed myself with SPU’s DEL program to learn more and become comfortable with these skills for myself, my students, with colleagues, and to truly understand what it means to teach 21st century skills as an educator. What was so interesting was when Covid hit and schools closed, we were in a unique position because our students were already familiar with the digital education tool we utilized. The digital tools that I had been learning through the DEL program became a lifeline between educators, families and students in our school during emergency remote learning. Also, the DEL program is set up in a thoughtful way that also supports educators in the field. I am so thankful for how it has helped me grow as an educator, how it has helped my students and how it has helped my leadership skills with colleagues. From the very first quarter of DEL classes, I realized that the DEL program was focused on mindful use of tech and using digital education to prepare students for the world they live in, not the one I grew up in.

“I decided to pursue my Master's Degree in SPU's DEL program because Dr. Wicks has deep experience in teaching and researching digital education. The blended learning format of the program also fit my situation. Dr. Wicks and the other professors who work in this program are so warm and kind. They sent me detailed information about the DEL program and introduced me to the courses and followed up with me. I had two other universities on my list and I chose the SPU DEL program because of the faculty. When I started the program I was working at an international school as an IT assistant. Being in the program helped me get a job at a college where I was an information technology engineer. I was promoted to an instructional technology engineer after graduating from the DEL program. During the pandemic, I utilized what I learned from this program to help my colleagues teach online using digital technology. Because of my participation in the DEL program, I have become very passionate about educational technology. Recently I accepted a new opportunity to work in a Beijing international school as an innovation coach. The DEL program opened a precious box for me and helped me find a career I will love my whole life. Dr. Wicks has provided me with much support even after I graduated. He is a good professor, a good leader, and a good coach in my studies and my life."  

Complete the Digital Educator certificate in 9 months, the MEd, EdD specialization, or PhD electives in 17 months. Digital Education Leadership graduates apply what they learn in their classrooms as digital age educators, in schools or universities as digital coaches of educational technologists, and in districts and educational organizations as digital technology coordinators or consultants.

Additionally, certificate completers can move directly on to completing their MEd. Graduates from the MEd in Digital Education Leadership can seamlessly transition to the Doctor of Education EdD or PhD programs and use all credits earned in the master’s degree to fulfill the elective requirements of the EdD or PhD programs.

All programs are designed using a cohort model, with new cohorts beginning each Autumn Quarter.

Digital Education Leadership Certificate PROGRAM COMPONENTS

View Certificate degree requirements

• EDTC 6101 Values, Ethics, and Foundations in Digital Education (6)
• EDTC 6102 Digital Learning (6)
• EDTC 6103 Digital Teaching (6) 

Digital Education Leadership Master's degree COMPONENTS

View MEd degree requirements

• EDTC 6103 Digital Teaching (6)
• EDTC 6104 Digital Learning Environments (6)
• EDTC 6105 Educational Technology Leadership (6)
• EDTC 6106 Professional Development and Program Evaluation (6)

Doctorate of Education: Digital Education Leadership concentration PROGRAM COMPONENTS

Find more information about the EdD program components here . View this concentration’s degree requirements .

Robin Henrikson

Associate Professor; Director of Assessment

David Wicks

Professor of Curriculum & Instruction EdD, Seattle Pacific University

Jorge Preciado

Professor of Education; Chair of Special Education PhD, University of Oregon

Tuition and fees for 2023–24

$607 or $860

$607/per credit — Certificate or MEd $860/per credit — EdD

application fee

See additional fee details .

credits to complete

Certificate (ISTE): 24 credits

MEd: 45 credits

EdD: 90 credits

Financial aid

Before applying for aid, you must first be admitted to a graduate program. Make sure you:

• Enroll in at least 3 credits (or half-time) toward a degree or eligible certificate each quarter.
• Complete and submit the Free Application for Federal Student Aid (FAFSA) each year.

You may take advantage of scholarships and loans. SPU does not have a deadline for graduate financial aid, though earlier is always better than later! 

Learn more about the FAFSA and applying for financial help.

Learn more about scholarships, assistantships, and loans available to graduate students.

Find out more about administrative and other School of Education program fees .

Continuing Education

To meet the changing needs of adult learners, Seattle Pacific University offers a wide range of programs and courses to meet the needs of today's professionals. With competitive credit and program rates, these personal and professional development opportunities make lifelong learning very affordable. As the largest provider of continuing education credits for teachers in Washington State, SPU's Center for Professional Education is focused on the current needs of K-12 educators.

Courses taken for credit and numbered at the 5000 level are graduate-level courses and are designed primarily with the needs of teachers and other professionals in mind for the purpose of meeting certification, endorsement, district pay lane requirements and other professional needs. These Graduate-level courses may be considered to meet elective requirements in some cases.

Still have questions? Review FAQs .

Should technology be used in schools? READ MORE

Application

Admission requirements.

Applicants must have a bachelor’s degree from a regionally accredited college or university.

Application Requirements

Applicants must submit the following items:

• Application   and  $50 application  processing fee.
• Official transcript  documenting bachelor's degree (including official transcripts from all colleges/universities attended).
• Note: To be considered official, transcripts must be received in a sealed envelope from the college or university. Transcripts may be delivered to Graduate Admissions as long as they remain in their original, unopened university envelope. Electronic transcripts received via eSCRIP-SAFE or Parchment Exchange are also acceptable.
• If your degree is not from a US college or university, please arrange for your transcript to be evaluated by an accredited transcript-evaluation company, such as  FIS  or  WES . Have the report forwarded directly to Graduate Admissions.
• Two letters of recommendation . These letters should provide a current assessment of qualifications relative to past and future service in the professional setting and capability for graduate study. Recommendations should come from present principals, supervisors, colleagues, or former professors.
• A personal statement.  Applicants are to submit a one- to two-page Word document (or PDF) that includes a statement of personal academic and professional goals.
• A professional résumé  or CV .

Application Deadlines

Early Action: May 1  Final deadline: November 15

Application and Admissions Questions?

Contact Graduate Admissions at 800-601-0603 or  [email protected] .

Frequently asked questions

How selective is admission to the SPU School of Education graduate degree programs?

This varies by program. Admission to some programs, such as the  Accelerated Master in Teaching Mathematics and Science  (AMTMS),  Accerated Master of Arts in Teaching  (AMAT), and  MEd in School Counseling , is very competitive. Admission to each of SPU's graduate programs in education is standards-based, and all applicants must meet all standards for admission.

Can I continue to work while enrolled in a graduate degree program in the SPU School of Education?

Yes, in most cases. Most of the graduate degree programs offered by the School of Education are part-time programs, with classes offered in a variety of worker-friendly venues. Education graduate courses are scheduled at SPU or off campus, in the evenings, occasionally on Saturdays, and during the summer.

The  Acclerated Master of Arts in Teaching  (AMAT) and  Accelerated Master in Teaching Mathematics and Science  (AMTMS) programs are exceptions. They are one-year full-time programs due to their full-time internships.

Is it possible to complete a graduate degree from SPU's School of Education online?

The School of Education offers several fully online programs, including the  AMAT-Online ,  AMTMS-Online ,  Digital Education Leadership , and  Teacher Leadership  programs. Please review the program pages for eligibility requirements.

Is a graduate program at SPU more expensive than comparable education programs at other universities?

SPU's graduate tuition rates are competitive with other accredited universities in Washington.

How does a graduate degree or graduate certificate from SPU compare with a similar degree or certificate from other universities?

SPU's School of Education has been offering a wide range of fully accredited master's and doctoral degrees in addition to graduate certificates for more than 20 years. SPU's reputation in P–12 education in Washington and around the country is strong, and students who complete our graduate degree and certificate programs enjoy a higher rate of employment than the state's average.

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PhD in E-Research and Technology Enhanced Learning

Join our part-time Doctoral Programme in E-Research and Technology Enhanced Learning to carry out your own research and achieve a PhD. (Undertaken over a minimum of four years).

We have designed this programme for anyone in the world who wants to develop their research practice in this area. Although you will mainly learn online, you will also benefit from two short face-to-face residential meetings (one in the first year and one in the second year) where you will get to know your tutors and fellow doctoral researchers, and take part in a range of interactive sessions. These are valuable core elements of the programme.

Download the TEL Enquiry Handbook (2025)

Key information

The programme is purpose-built for professionals responsible for educating or training others in any sector. You will want to study to an advanced level and carry out a piece of research of the highest possible standard in an aspect of your professional practice. We have been running this pioneering programme for 15 years and have had doctoral researchers from a whole spectrum of backgrounds - from computing to law, nursing to higher education. We have found it is very relevant for people wanting to develop distance or blended learning in programmes they manage.

Whatever your background, you will be eager to work towards a PhD and focus on researching educational uses and practices of technology enhanced learning in educational settings and sectors. You’ll finish the programme with new insights, new opportunities, and new career possibilities.

Meet some of our Alumni on the Centre for Technology Enhanced Learning People webpages.

This is not an online version of an existing programme. Our programme was developed as an online programme for part-time professionals who will be studying mainly at a distance. You will be part of a cohort which means you’ll join our online learning community, receiving ongoing feedback from tutors and other doctoral researchers.

We have designed a two-year structured set of modules which introduce research themes in educational uses and practices of technology enhanced learning.

You will decide the focus of your research, but we will be here to advise you every step of the way. For example, past doctoral researchers have researched the use of a virtual learning environment for legal training, technology to assist the elderly at home, and the use of Twitter for early career researchers.

‘Technology enhanced learning' (TEL) encompasses all uses of information and communications technologies in learning and teaching. It is also sometimes referred to as 'e-learning', 'online learning' and 'advanced learning technology'. Many other terms are used around the world to describe this quickly growing and highly impactful phenomenon.

Our programme focuses on 'networked learning' – connections within an online learning community on the Internet. Joining us, you will explore human aspects of technology in learning, the values underpinning the use of technology, and how technology and learning shape each other.

E-Research is an emerging field which involves applying advanced technologies to existing research methods and approaches. Our programme examines trends in this field and explores how to use technologies for research into technology enhanced learning.

E-Research aims to advance and augment rather than replace traditional research methodologies. Improving knowledge in this area helps researchers perform research more creatively, efficiently and collaboratively across long distances, and share their research outcomes.

Although you will join us predominantly online, the residentials are compulsory, and they are an important part of your study. There are two four-day residential meetings in Part One of the programme, one in the first year and another in the second.

You will join us on campus in Lancaster to get to know your tutors and meet other doctoral researchers. At the same time, we will introduce you to wider thinking about e-Research and TEL research, as well as discussing modules, the virtual learning platform and associated technologies.

The first year residential dates for our 2025 intake are 31st March - 3rd April, 2025 The second year residential dates for our 2025 intake are still to be confirmed

The first year residential dates for our 2024 intake are 8th - 11th April 2024 The second year residential dates for our 2024 intake are 1st - 4th April 2025

Further information about timetables, accommodation, travel and visas is available on our Residentials web page.

How to Apply

The next start date is January 2024 (CH17).

Entry requirements

Apply online.

For admission to this programme applicants should normally have:

• a good honours degree from a British university or CNAA, and a good taught Master's degree; or
• qualifications of a comparable standard from a university or recognised degree awarding body in another country.

Preference will be given to applicants who have degrees in cognate areas (normally social science).

Language proficiency

Applicants will need to have an acceptable fluency in written and spoken English.

For students whose first language is not English, an English Language Test Certificate will be required, that is, IELTS Academic with an overall score of 6.5 with at least 6.0 for reading and writing.

Further information can be found at: English Language Requirements .

Please apply using the online system .

The next start date is 1st January, 2025.

Typical Cohort Number: 30

As this is a PhD by coursework and thesis we do not require a research proposal at this stage, but you should explain why you wish to join the programme and how you hope to benefit from it.

Please contact the admissions team if you have any questions about applying to study at Lancaster University.

Fees and funding

The fee for each cohort is set annually by the University and represents the part-time fee for that academic year. Once a student is on the programme the fee will be increased in line with inflation for each subsequent year of the course.

The course fee for:

• 24/25 is £5,410 per academic year, for four years minimum, for UK students and £9,670 per academic year, for four years minimum, for international students.

Fees are subject to a small increase each academic year.

To help finance your postgraduate study at Lancaster, you can apply for funding from charities and other funders: further details are available on the Fees and Funding webpage.

Applicants from the European Union can read more information about Research Fees (from Lancaster University) following the 2016 Referendum.

When you apply you will need to indicate your likely source of funding for your fees. If you are not self-funding you should investigate possible sources of finance as soon as you can for the full period of your study. Many students have been supported by their employing institutions.

Find out what our graduates say about studying on our PhD programmes

Several doctoral researchers have published journal articles arising from their module assignments and theses.

Structure and modules

The programme is divided into two parts and has a modular structure in Part 1. All modules are compulsory and they are assessed along with the thesis proposal and the final thesis.

• Part One (years 1 and 2) consists of four modules that offer participants guided study in key areas of technology enhanced learning research.
• Part Two (year 3 Onwards) - participants carry out an original piece of research under the supervision of a member of staff and produce a thesis with a maximum limit of 50,000 words.

View a list of some of the PhD theses from the TEL programme.

Online and Distance learning

The Educational Research Department has considerable experience of supporting online and distance learners and we aim to make all our students feel that they are full members of the Department and part of the postgraduate community. Wherever possible we facilitate online participation at events and seminars organised by the Department.

All students have access to Moodle which is our Virtual Learning Environment. Many resources, for example, journal articles; required for postgraduate study, will be available online through the OneSearch facility offered by the Library . Additionally, the Library provides extra services for Distance Learners.

Visit our Computer requirements for studying online page for further information.

Rebecca Marsden is the Online Learning Support Officer for the Department of Educational Research and she can be contacted with queries about online learning.

The Academic skills webpages provide a wide range of online study opportunities across a range of topics. These include digital skills, referencing, research training and critical thinking.

Current Programme staff

The staff who teach and supervise programmes and modules can vary due to staff changes including research and other types of leave. However all academics leading modules are highly-qualified specialists in their fields.

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Dr Brett Bligh

Centre for Higher Education Research and Evaluation, Centre for Technology Enhanced Learning

Dr Kathy Chandler

Centre for Technology Enhanced Learning

Dr Katy Jordan

Dr Georgia McCrone

Dr Philip Moffitt

Professor Don Passey

Centre for Social Justice and Wellbeing in Education, Centre for Technology Enhanced Learning

Dr Julie-Ann Sime

If you have any questions, or would like further information about this programme, please contact the Programme Co-ordinator, Alice Jesmont. Tel: +44 (0) 1524 592893 Email: a.jesmont@lancaster.ac.uk

PhDs in Educational Research

PhD - Traditional Route

PhD Education and Social Justice

PhD Higher Ed: Research, Evaluation & Enhancement

Education MPhil/PhD

Distance learning programme

IOE, UCL’s Faculty of Education and Society offers world-leading doctoral programmes in education and related social science. Our Education (Online) MPhil/PhD distance learning students undertake their research project, working closely with their supervisor(s) online (e.g. using Teams/Zoom and email) to develop each stage of their research, whilst engaging in a tailored programme of online research training courses and activities available from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

• Entry requirements

The normal minimum requirement is a Master’s degree from a UK university in a subject appropriate to the programme to be followed, or a qualification of equivalent standard appropriate to the programme to be followed awarded by a university (or educational institution of university rank) outside the UK. The majority of our successful applicants hold a Merit at Master’s level, and may have additional relevant experience. Students without a Master’s degree who have completed the UCL PGDip in Social Science Research Methods, obtaining a grade B or above in any two or more modules, may also be considered for admission to this programme.

The English language level for this programme is: Level 4

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

IOE has specialised, research-active staff who are able to supervise students in education and related social sciences, including leadership, management, and teaching and learning in all phases of education, from early years through schooling and post-compulsory education to professional and lifelong learning. Other areas include health, the life course and economics.

Who this course is for

The MPhil/PhD is for applicants with a strong interest in an aspect of educational and social research, which may be understood broadly across the life course, in relation to other subject areas and wider social, economic, political and cultural changes. You should normally have completed an MA to merit level and want to develop a specific area of research. You may have a background in education or a cognate area of study. It is suitable for both recent graduates and those progressed in a career.

What this course will give you

IOE is a world-leading centre for research in education and related social science. We host the UK's largest doctoral cohort in these areas. In the QS World University Rankings by Subject (2023), the Institute was ranked first for education for the tenth year running, ahead of Harvard, Stanford, Oxford and Cambridge. In the UK's recent Research Excellence Framework (2021), we were ranked first for research strength and research power in Education, according to the Elsevier REF 2021 Results Analysis Tool. We attract extensive research funding each year and host many prestigious research centres and projects.

There are no residency requirements and the programme has been designed to engage students in distance learning so it is not necessary to attend.

Students undertake their research project, working closely with their supervisor(s) online (e.g. , using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses modules and activities.

The viva examination takes place in-person at UCL or online. Students are welcome to visit and use campus facilities including the library, attend seminars etc.

The foundation of your career

Students gain experience of planning and implementing research methodologies, academic writing and presentation, management of their own research projects, and engagement with a wide range of researchers, practitioners, policymakers and other groups relevant to their chosen topic.

Employability

IOE doctoral graduates progress to a diverse range of careers in research, policy, management and practice, within education, cultural sectors and related areas of social science.

IOE is a leading centre for education and social science research. Students will have the opportunity to network with other doctoral students from around the world, as well as with world-leading academics within their field of study. The institute hosts several online seminar series as well as both national and international conferences. In addition, students are encouraged to take part in conferences elsewhere, expanding networking opportunities.

Teaching and learning

Distance learning students engage in independent learning supported through: (i) individualized online supervision (e.g., via Teams/Zoom and email) and (ii) peer group (cohort) learning through asynchronous and synchronous learning activities following a robust Online Research Training Programme (Online RTP). However, students are welcome to visit and use campus facilities to engage in in-person research training, access the library, attend seminars etc.

Education (Online) MPhil/PhD engages distance learning students in a robust Online Research Training Programme (Online RTP) to complement their individualized online supervision.

The Online RTP comprises of six `core' modules with asynchronous and synchronous learning activities introducing social science research in education.  Modules build students' critical perspective in: approaches to educational research, research and the theoretical field, research methods, qualitative and quantitative analytic procedures and academic writing and presentation.  Learning activities engage students in developing their doctoral research through independent study, peer group study and module tutor feedback.

Students with prior learning have flexibility in opting to engage in advanced online courses from the UCL Doctoral Skills Development Programme, IOE Research Training Programme, Bloomsbury Postgraduate Skills Network and other sources, as agreed with supervisors.

Full-time students typically study 2 modules per term over one year while part-time students study 1 module per term over two years.  Modules run for 4-9 weeks and are awarded 6-10 `training points'.  

Students also undertake two `core skills' courses to: (i) introduce UCL and IOE academic regulations, prepare for upgrade and ethics application and, (ii) enhance students' use of digital information and resources.  

Assessment is undertaken through completion of a thesis and viva examination. The maximum word length for a PhD degree thesis is 100,000 words. This includes footnotes, tables and figures but excludes bibliography, appendices and supporting data. In some instances, supervisors may wish to recommend a shorter length. Students should therefore consult with their supervisors on the length of theses in their subject area or topic, including the minimum length. The viva examination takes place in-person at UCL or online.

Education MPhil/PhD students engage in self-directed learning. Duration of full-time study is 3 years and part-time study is 5 years. Typically, full-time students engage in their doctoral studies for at least 35 hours a week, whilst part-time students engage in at least 15 hours a week.

Research areas and structure

Applicants to the IOE Education MPhil/PhD programme must apply to one of the six departments within the IOE: Culture, Communication and Media; Curriculum, Pedagogy and Assessment; Education, Practice and Society; Learning and Leadership; Psychology and Human Development; or the UCL Social Research Institute.

Applicants should look at the departmental websites to find out more information about the work of each department, and to identify one or more potential supervisors for their work. Even though applicants apply directly to the MPhil/PhD programmes in the department of their principal supervisor, the programme they follow once enrolled will be identical.

Research environment

You will have the opportunity to access to the wider UCL community. The Institute’s programme has been designed to provide comprehensive and broadly based research training and to meet the requirements of the Economic and Social Research Council (ESRC), the Arts and Humanities Research Council (AHRC) and the UK Researcher Development Framework.

As a research student at IOE, UCL’s Faculty of Education and Society you have the opportunity to participant in online seminar groups when engaging in distance learning as well as in-person seminar groups when visiting campus, along with seminars organised by research centres or according to interest groups.  This promotes collegiality and enriches learning.

The length of registration for the research degree programmes is 3 years for full-time.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva 9-18 months after initial registration.

Students undertake their research project, working closely with their supervisor(s) online (e.g., using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses and activities.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. Courses are available from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. The training offers a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

A mandatory core course is provided online and in-person that aims to meet the needs of early-stage doctoral students. In addition, distance learning students are required to take six tailored online research training core modules (Approaches to Educational Research; Research and the Theoretical Field; Research Methods; Qualitative Data Analysis; Quantitative Data Analysis; Writing and Presenting Educational Research) in their first year of full-time study or first two years of part-time study, and are then able to choose from a selection of advanced online courses.

Full-time MPhil/PhD students are required to fulfil minimum 20 ‘points’ of training activity in their first year, and are encouraged to fulfil the same in their subsequent years of study. Each point is worth approximately a half-day of face-to-face training, or an online equivalent.

Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status towards the end of your first year of study if full-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Processes aimed at assisting you during your course of study include the Research Student Log (an online project management tool), and periodic reviews of students’ progress.

Upon successful completion of your approved period of registration you may, if necessary, register as a completing research status (CRS) student while you finish writing your thesis.

The length of registration for the research degree programmes is 5 years for part-time.

Students   undertake their research project, working closely with their supervisor(s) online (e.g. , using Teams/Zoom and email) to develop each stage of their research, whilst engaging in online research training courses and activities.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. Courses are available from the UCL Doctoral Skills Development Programme, IOE faculty's Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources.

The training offers a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

A mandatory core course is provided online and in-person that aims to meet the needs of early-stage doctoral students. In addition, distance learning students are required to take six tailored online research training core modules (Approaches to Educational Research; Research and the Theoretical Field; Research Methods; Qualitative Data Analysis; Quantitative Data Analysis; Writing and Presenting Educational Research) in their first year of full-time study or first two years of part-time study, and are then able to choose from a selection of advanced online courses .

Part-time students are required to fulfil minimum 12 ‘points’ of training activity in each year of study. Each point is worth approximately a half-day of face-to-face training, or an online equivalent.

You are expected to upgrade from MPhil to PhD status at around 18 months if part-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing Services team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their thesis.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding webpage: https://www.ucl.ac.uk/scholarships/funding-students-postgraduate-research-courses

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

After choosing a programme to apply for, you should develop a research proposal and identify a potential supervisor. For more information, visit our website to find a supervisor and get in touch with departmental graduate tutors.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

UCL Institute of Education

[email protected]

UCL is regulated by the Office for Students .

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Bass Digital Education Fellowships

In partnership with Learning Innovation & Lifetime Education (LILE) , the Graduate School offers a semester-long internship to provide PhD students professional development opportunities in the growing area of digital education and online college teaching.

The Bass Digital Education Fellowship  offers PhD students an opportunity to collaborate on digital projects in partnership with Duke faculty and under the guidance of LILE, where we support faculty to advance teaching innovation, to explore new technologies for learning, and to develop new online education models and programs. 

The program helps graduate students develop new skills to distinguish themselves in the academic job market and to explore emerging career paths in education technology, digital publishing, online education, and teaching and learning innovation. Fellows will consult with Duke departments and/or individual faculty to uncover needs, research solutions, draft project proposals, and execute a digital project in support of undergraduate education. Fellows who complete the program will also partially fulfill the requirements for the Graduate School’s Certificate in College Teaching.   

The Fellowship has a service commitment of up to 19.9 hours per week and provides support for one semester (Fall or Spring). No service is required during academic breaks or holidays. 

The Bass Digital Education Fellowship includes three key components:

A seminar course that prepares students to critically engage with themes of 21st century teaching and learning ( GS762: Digital Pedagogy ), which must be completed prior to the start of the Bass DEF;

Practical opportunities to develop online teaching skills and gain direct experience during an academic semester with Duke faculty-led digital projects and LILE;  

A seminar series ( GS772: Bass Digital Education Colloquium ) taken concurrently with the apprenticeship. In this course, students:

         - Successfully design, develop, and execute a faculty-led digital project;          - Collaboratively problem-solve design challenges and strategies to overcome them;          - Meaningfully contribute to and benefit from participation in an engaged community of peers, faculty, and education leaders.

This fellowship provides coverage of tuition, mandatory fees, and stipend for the semester that the DEF (not the GS 762 course) occurs.

Digital Education Fellowship in LILE

As a Digital Education Fellow you will collaborate on leading-edge projects in partnership with Duke faculty under the supervision of Learning Innovation & Lifetime Education.  LILE currently supporting faculty in teaching innovation, to explore new digital technologies for learning, and to develop new online education models and programs in Duke undergraduate education.

You could be assigned to work on any of these projects to support faculty in their digital explorations, depending on which projects are available. When you begin your fellowship we will attempt to match your disciplinary background (if there are projects in your discipline area), and your interests, but we can't guarantee perfect alignment, nor is it necessary for a successful learning experience in this fellowship. Given the timelines of many of LILE’s digital projects, you may be assigned to an existing project.

When you begin the fellowship in LILE, you will receive training to make sure you are up-to-speed on the technologies you will be using. Some of that training will occur as part of the assignments in the GS 762 course, but you likely will need additional training once you begin the apprenticeship.

A primary goal of this fellowship is to provide you with a wide range of professional development activities and opportunities to help you develop practical online teaching skills and experiences that you can apply in your own professional career in the future. Fellowship activities  could include the following:

• Collaborate with faculty, project team, and engage key stakeholders throughout the project;
• Develop innovative teaching approaches for online and hybrid courses;
• Provide design and development support on digital projects;
• Explore digital tools and resources;
• Assist with video creation and development;
• Build assessments based on content provided by the faculty member;
• Proof and test project materials before students can access them:
• Gather, collate, or analyze project data under the direction of research staff and others.

This range of activities is intended to give you knowledge of and experience in all phases of digital teaching and learning, project design, development, implementation, and evaluation.

• Schools & departments

Education PhD

Awards: PhD

Study modes: Full-time, Part-time

Funding opportunities

Programme website: Education

Introduction to Postgraduate Study at the University of Edinburgh

Join us online on 25 September to learn more about Scotland, the city of Edinburgh and postgraduate study at the University.

Find out more and register

Research profile

Why edinburgh.

The University of Edinburgh was ranked first in Scotland for research power in Education and Sport (Times Higher Education, REF 2021) and we offer the largest concentration of researchers in education in a Scottish university.

This means you will be supported by and collaborate with leaders in the field. Our research activities cover all aspects of education and learning - from pre-school to higher education and lifelong learning.

Moray House School of Education and Sport staff provide supervision on a wide range of topics within the fields of:

• teacher education
• pedagogy, curriculum and schooling
• outdoor education
• social justice and inclusive education
• comparative education and international development
• childhood and youth studies
• digital education
• philosophy of education
• language education: policy and practice

Many opportunities exist for interdisciplinary research.

Research Thematic Hubs

With over 250 research staff and students, we have a vibrant and expanding research community with a broad portfolio of academic disciplines gathered within seven broad research themes with permeable boundaries. These thematic hubs are:

• Advanced Quantitative Research in Education
• Children and Young People
• Digital Education
• Language, Interculturality and Literacies
• Social Justice and Inclusion
• Sport-Related Research
• Teacher Education, Curriculum and Pedagogy

Research community

As a postgraduate research student you will join a vibrant Graduate School community with over 150 research students. There are also several opportunities for optional training and development throughout your studies.

Research students are encouraged to attend and actively engage with the activities of School research thematic hubs, which include seminars, meetings and workshops. In addition, several academic and social events for research students take place throughout the year.

We organise an annual series of around 25 training, talks and seminar events, as well as the student-led ‘Interweaving’ conference for research students and staff.

Programme structure

The PhD is a substantial piece of independent research which makes a contribution to the state of existing knowledge in the field.

The PhD programme is designed to take three years full-time or six years part-time. The programme is examined by submission of a thesis of up to 100,000 words and by oral examination.

Application

You are encouraged to contact a potential supervisor to discuss your research project before making a formal application.

You may start your studies with us either on 1 October or 10 January of a year.

Find out more about compulsory and optional courses

We link to the latest information available. Please note that this may be for a previous academic year and should be considered indicative.

Training and support

Students following the PhD degree are normally supported in their research by two supervisors.

The first of these will be a member of staff who has expertise in the general area of your proposed research topic and the second will be another expert in the field who may come from within the School, University or a field of practice.

Most students who are accepted begin a period of research leading to a PhD; however, the first year of this degree is probationary and progression to year two is dependent on satisfactory progress.

We offer a number of courses in research methodologies, which you are encouraged to take during your first year.

You will work closely with your supervisors, who are recognised experts in the field. All PhD students pursue an individually tailored programme of research training agreed with their supervisors.

Our PhD programmes provide core training in the research skills necessary to flourish at doctoral level and beyond.

PhD by Distance option

The PhD by Distance is available to suitably qualified applicants in the same areas as our on-campus programmes.

The programme allows students who are unable to commit to basing themselves in Edinburgh full time to study for a PhD from their home country or city, however, this is not intended to be a fully online distance learning programme.

For further information on the PhD by Distance option (including criteria for eligibility, required application form and how to apply) please visit the School website:

• Moray House School of Education and Sport PhD by Distance

Entry requirements

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK 2:1 honours degree, or its international equivalent, in a related subject is normally required.

Normally also a postgraduate degree with a 60% overall grade point average and 60% in the dissertation, or its international equivalent.

You must also submit a research proposal that fits well with our staff expertise. You are encouraged to contact potential supervisors in advance to informally discuss your research proposal.

We may also consider your application if you have other qualifications or substantial experience; if in doubt, please contact us to check before you apply.

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 7.0 with at least 6.5 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 23 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 176 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 62 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

Fees and costs

Tuition fees, scholarships and funding, featured funding.

Moray House School of Education and Sport funding for postgraduate research students

Research scholarships for international students

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK's governments.

The type and amount of financial support you are eligible for will depend on your programme, the duration of your studies, and your residency status.

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

• Search for scholarships and funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Postgraduate Admissions
• Phone: +44 (0)131 650 4086
• Contact: Admissions Office
• Deputy Director of Postgraduate Research, Dr Darío Luis Banegas
• Contact: [email protected]
• Moray House School of Education and Sport
• Old Moray House
• Holyrood Campus
• Programme: Education
• School: Education and Sport (Moray House)
• College: Arts, Humanities & Social Sciences

Select your programme and preferred start date to begin your application.

PhD Education - 3 Years (Full-time)

Phd education - 6 years (part-time), application deadlines.

We encourage you to apply at least one month prior to entry so that we have enough time to process your application. If you are also applying for funding or will require a visa then we strongly recommend you apply as early as possible.

• How to apply

You must submit one reference with your application.

You must also submit a detailed research proposal using the following template:

Research Proposal template

Guidelines on writing your research proposal

Find out more about the general application process for postgraduate programmes:

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Conflict of Interest Andreas Schleicher is a member of the Editorial Advisory Board of Frontiers of Digital Education , who was excluded from the peer-review process and all editorial decisions related to the acceptance and publication of this article. Peer-review was handled independently by the other editors to minimise bias.

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Schleicher, A. Toward the Digital Transformation in Education. Front. Digit. Educ. 1 , 4–25 (2024). https://doi.org/10.1007/s44366-024-0018-7

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Bass Digital Education Fellowship for Duke Ph.D. Students

The application period for the 2025 – 2026 fellowship will be announced in September 2024.

Learning Innovation , in partnership with the  Duke Graduate School , offers a  semester-long fellowship program  to provide  PhD students  professional development opportunities in the growing area of digital education and online college teaching.

 The  Bass Digital Education Fellowship   offers PhD students an opportunity to collaborate on digital projects in partnership with Duke faculty and under the guidance of Learning Innovation, where we support faculty to advance teaching innovation, to explore new technologies for learning, and to develop new online education models and programs.

The program helps graduate students develop  new skills  to distinguish themselves in the academic job market and to  explore emerging career paths  in education technology, digital publishing, online education, and teaching and learning innovation. Fellows will consult with Duke departments and/or individual faculty to uncover needs, research solutions, draft project proposals, and execute a digital project in support of undergraduate education. Fellows who complete the program will also partially fulfill the requirements for the  Certificate in College Teaching.   

Fellowship Components

The semester-long fellowship experience includes the following:

• A  seminar course  that prepares students to critically engage with themes of 21st century teaching and learning ( GS762: Digital Pedagogy ), which is completed  prior to the start  of the fellowship;
• Digital Education Internship : Practical opportunities to develop teaching skills and gain direct experience for an academic semester collaborating on digital projects;
• A  seminar series  (GS772: Bass Digital Education Colloquium) taken concurrently with the fellowship, where Fellows gain online course design and development experience, collaboratively problem-solve design challenges and explore strategies to overcome them; and engage with Duke faculty and digital education leaders. 

In addition, Fellows will maintain a digital portfolio to document their experiences for their graduate school portfolio. Fellows will be offered opportunities to present their projects at Duke events, including the Digital Education Showcase event.

Eligibility and Funding

The Bass Digital Education Fellowship Program is available to qualified PhD students in any department at Duke. To be eligible, PhD students must have completed their preliminary exams and coursework by the end of the spring semester prior to the start of term of the fellowship, and must be in good academic standing to apply. For information on financial support and eligibility criteria, see the  Graduate School website .

How to Apply

Applications are submitted through the  Graduate School . To see a full list of eligibility criteria and required application materials, visit the  Graduate School site . 

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Students in our pioneering PEN program gain state-of-the-art Cognitive Neuroscience training in how humans learn, with a special strength in the neuroplasticity of visually guided learning processes. While Cognitive Neuroscience includes studies of learning and higher cognitive processes across the lifespan, its sister discipline, Educational Neuroscience, includes intensive study of five core domains that are crucial in early childhood learning, including language and bilingualism, reading and literacy, math and numeracy, science and critical thinking (higher cognition), social and emotional learning, and includes study of action and visual processing. PEN students become expert in one of the world’s cutting-edge neuroimaging methods in the discipline of Cognitive Neuroscience (e.g., fNIRS, EEG, fMRI, and beyond), study Neuroethics, gain strong critical analysis and reasoning skills in science, and develop expertise in one of the core content areas of learning identified above. While becoming experts in both contemporary neuroimaging and behavioral experimental science, students also learn powerful, meaningful, and principled ways that science can be translated for the benefit of education and society today.

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Students benefit from access to in-house, research-dedicated neuroimaging facilities where students can also choose to become certified in fNIRS (functional Near Infrared Spectroscopy), one of the world’s most advanced neuroimaging technologies. Students graduate from the program prepared to become groundbreaking scientists!

The PEN program opened its doors to the first class of Ph.D. students in Fall 2013. This is Gallaudet’s first interdisciplinary Ph.D. program and has its administrative home in Gallaudet University’s National Science Foundation Science of Learning Center, Visual Language and Visual Learning, VL2. Learn more about VL2 and its cognitive neuroscience and translational labs, all of which provide PEN students with unparalleled lab research experience and opportunities.

Deadline to apply for this program: February 15, 2023 (Early applications will be considered)

The Ph.D. Program in Educational Neuroscience (PEN) was founded at Gallaudet University by Dr. Laura-Ann Petitto (Chair, PEN Steering Committee) and Dr. Melissa Herzig (Assistant Program Director, PEN). Students in...

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Students in PEN will spend a large portion of their time learning about current neuroscience research and conducting their own research. The Science of Learning Center on Visual Language and Visual Learning supervises and aids students in research. Students may join efforts in any of our Research hubs listed above.

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Final defense process and submission, the final defense process.

Note: Each Ph.D. candidate is required to successfully complete a minimum of 15 Dissertation credit hours and defend the Dissertation. The candidate must be enrolled in a minimum of 2 Dissertation credits (LEAD 7999) during the semester in which the Final Dissertation Defense is held.

When the Chair is satisfied with the quality of the written work (including any revisions requested at the Pre-Defense) and determines the Dissertation is ready for Final Defense, the Chair distributes the final complete draft of the manuscript and the Final Defense PowerPoint to all members of the Committee via the Dissertation course space (UTC Learn)  at least 14 days in advance . The Chair will contact the candidate and Committee to set a Final Defense date and time (allotting 90 minutes) at least 14 days in advance . It is the Committee members’ responsibility to be as flexible as possible when scheduling the Final Defense. To qualify for graduation in a given semester, the final defense process and dissertation manuscript must meet the Graduate School deadlines as  published on the Graduate School website (link:  Thesis and Dissertation ).

• Once the date and time have been established, the Chair will notify the Program Office ( [email protected] ) via email and will submit the Dissertation title and abstract for the campus announcement.  
• The Program Office will distribute appointment invites to the candidate and Committee and will provide the candidate with step-by-step instructions to submit the Notice of Defense information to the Graduate School. The Notice of Defense must be submitted  at least 14 days in advance , according to Graduate School policy. The Graduate School shall publicly announce the Final Defense to the campus community.  
• The Chair will guide the candidate in preparing for the public research presentation and private defense. The majority of Committee members must contribute synchronously at the Dissertation defense. Candidates are expected to dress in professional business attire for the defense presentation. The candidate is responsible to being able to access an electronic copy of research and presentation materials for the defense (a backup plan is strongly recommended). The candidate will present a  25-30 minute oral defense  of the study with an emphasis on the findings and the conclusions. The oral defense may not exceed 35 minutes. Family members and friends may be permitted to attend, however, candidates should be aware that the defense is an official proceeding and their work will be publicly reviewed and potentially criticized. The typical defense consists of a public forum that is open to the entire University community.  
• At the start of the defense proceeding, the Program Director/Advisor will outline the defense proceedings and the Dissertation Chair will introduce the Committee and candidate.  
• After the candidate’s oral presentation, Committee members and guests will be given an opportunity to pose questions related to the research. The Chair will act as moderator to keep the exchange relevant and timely.  
• Once all general questions have been addressed, any guests in attendance will be asked to adjourn. The Committee will then meet with the candidate in a private session.  
• Following the private session, the Chair will ask the candidate to leave while the Committee deliberates. Only the candidate is to return for feedback from the Chair and Committee.

Evaluation of the Final Defense

There are three possible results from the Dissertation Committee vote:

      Pass

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The evaluation of  Pass  indicates that a majority of members of the Dissertation Committee concluded that the candidate met or exceeded the requirements set forth in the Dissertation Proposal, however s/he may be required to make editorial and/or formatting modifications to the Dissertation.

An evaluation of  Re-examination  indicates that two or more members of the Committee found substantive problems in the work or the defense of the Dissertation. The members of the Committee will prepare a list of modifications or improvements required before a second Dissertation defense will be scheduled. The re-examination will occur in the same or subsequent semester unless the Dissertation Committee and the Dean of the Graduate School grant additional time to effect the necessary changes.

An evaluation of  Failure  indicates that the majority of the Dissertation Committee judged the quality of the candidate’s Dissertation and the defense of the Dissertation to be below the standards expected of doctoral level scholarly performance. In the event of a result of Failure, the candidate may petition the Chair and Program Director for the opportunity for re-evaluation.

Final Dissertation Approval and Digital Submission

Following the successful Final Defense:

• The Chair will request that the Program Office circulate the Examination Results Form for digital signatures from each Committee member and the Program Director/Advisor. The Program Office will submit the Examination Results Form to the Graduate School for processing.  
• The candidate will make any additional revisions as recommended by the Committee and will submit the revised manuscript to the Dissertation course space (UTC Learn) for the Chair to review.  
• Once the manuscript has been approved by the Chair, the Chair will notify the Program Office ( [email protected] ) via email that the manuscript is ready for initial formatting review at the program level.  
• Once the initial program-level formatting review is complete and the candidate has made any additional revisions, the Program Director/Advisor will notify the Program Office ( [email protected] ) via email to send the candidate information regarding next steps.  
• The Program Office will provide the candidate with the following:  
• A pre-populated Verification of Standards and Bibliography Software Form to digitally sign and return to the Program Office. The Verification Form indicates that the Standards for formatting were followed, verifies the bibliography management software used, provides the name of the software (EndNote), and indicates the word processing software used (Microsoft Word) to produce the dissertation. Once the Verification Form has been digitally signed by the candidate and returned to the Program Office, the Program Office will submit the Verification Form to the Graduate School for processing.
• Instructions to submit the Dissertation manuscript electronically to the Graduate School via UTC Scholar for formatting review (link:  Thesis and Dissertation ). The candidate should list the Dissertation Chair (or Co-Chairs) as a co-author(s) in UTC Scholar. Submission deadlines are posted to the Graduate School website. The Dean of the Graduate School (or an appointed representative) will review the Dissertation to ensure compliance with the Thesis and Dissertation Standards, which can also be found on the Graduate School website (link:  Thesis and Dissertation ). Graduate School standards stipulate that all theses and dissertations must use bibliography management software. The Learning and Leadership Program requires all candidates to use EndNote bibliography management software. Compliance with UTC formatting / style guidelines is the responsibility of the candidate.
• Upon completion of the initial format review, the Dissertation manuscript will be accepted or returned to the candidate for corrections. The candidate must make the requested corrections and resubmit a revised electronic copy for review. The review process continues until the document is confirmed as acceptable.  
• Once the Dissertation manuscript is accepted, the candidate will receive an email that the document has been posted, which means the Graduate School Dean has accepted the document and the Dissertation requirement has been filled. Questions regarding the UTC Scholar submission process may be directed to the Graduate School,    
• The candidate should forward a copy of the UTC Scholar notification to the Dissertation Chair (or Co-Chairs) and Program Office ( [email protected] ).  
• The Program Office will provide the candidate with information regarding final steps in preparation for Commencement.

Note: There is no fee for electronic submission of the Dissertation to UTC Scholar. The final transcript and diploma may be withheld until the UTC Scholar submission and approval process has been successfully completed. Digital submission to ProQuest is optional; it is not required by the University. For more information, visit the ProQuest website (link:  ProQuest UMI ). If you choose to submit your manuscript to ProQuest through the UMI ETD Administrator site, you must notify the Graduate School Dean (or appointed representative)   of your submission. 

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Oxford University to support students and academics from Gaza and the West Bank

The University has launched a number of schemes in support of the advancement of learning and the rebuilding of higher education in Gaza and the West Bank, including a scholarship scheme for displaced graduate students and access to digital resources.

The Palestine Crisis Scholarship Scheme will provide access to higher education to students displaced by the humanitarian crisis in Gaza and the West Bank through the provision of full graduate scholarships to study at Oxford in 2025-26. It is the latest scholarship scheme to be introduced by the University to support students from displacement backgrounds from around the world and builds on Oxford’s long-standing commitment to refugee scholars.

In 2023, the University was awarded University of Sanctuary status for its sustained efforts to aid sanctuary seekers and commitment to providing an inclusive and welcoming community for displaced peoples.

These scholarships will enable talented students affected by conflict and crisis in Gaza and the West Bank to study in Oxford. As a University of Sanctuary, we have greatly expanded the range of scholarships available to refugees and displaced people from around the world.  It’s important that, alongside this, the University is able to respond to the needs that arise from crisis situations that undermine people’s access to higher education within their own countries and regions. The scheme represents an important part of our wider efforts to contribute to the rebuilding of higher education in Gaza. Professor Alex Betts, Local and Global Engagement Officer at the University of Oxford

Each scholarship will cover course fees and provide a grant for living costs, as well as additional support towards arrival costs. They are open to applicants to all one-year full-time or two-year part-time taught master's courses, across all subject areas.

The University has also renewed its longstanding commitment to CARA Fellowships for academics at risk and has increased its CARA subscription to support their operations, including further funding for fellowships this year. Oxford is also a member of CARA’s UK Universities and Research Network which aims to bring together UK higher education and research institutions 'in support of persecuted and at-risk academics, and in the defence of academic and university freedoms worldwide'. 

As part of the University’s wider efforts to provide access to education to those from the region, the Bodleian Libraries has made online services and resources available to students and scholars in, or displaced from, Palestinian universities.

The portal has been designed in Arabic and English and enables users to access various Bodleian services. These include SOLO (Search Oxford’s Libraries Online), allowing users to search the resources of most of the University’s Libraries, as well research papers and theses; the Library’s electronic document delivery service, Scan and Deliver; and Digital Bodleian , which provides access to over a million images of rare books, manuscripts and other treasures from the Bodleian Libraries and Oxford college libraries.

Richard Ovenden, Librarian of the Bodleian and Head of Gardens, Libraries and Museums (GLAM) at the University of Oxford, said: 'As a world-leading library that is committed to supporting scholars worldwide, we are delighted to be able to extend access to our online services and collections to students and scholars in, or displaced, from Palestinian universities.

'With this initiative we wanted to provide support that utilised the libraries strengths and resources, to make a significant difference to those facing challenges in higher education. Over the last few weeks we have been running a trial release, testing demand for the portal and how it will best work in practice, to ensure it is as accessible as possible to those who need it. We are pleased to be rolling out the service to scholars and students in need.'

To support education more broadly, all journals published by Oxford University Press (OUP) , as well as most books and online material, are available via Reseach4Life – a cross-publisher initiative to provide access to research content in lower income countries. Earlier this year free emergency access to Research4Life content was provided to those in Gaza and the West Bank to provide access to critical resources for institutions, researchers and healthcare professionals on the ground.

Find out more about how to apply on the Palestine Crisis Scholarship Scheme  webpages.

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