Educational Philosophy and Objectives
Educational Philosophy
The Graduate School of Education at Tohoku University aims to develop individuals equipped with advanced professional knowledge and skills, grounded in ethical considerations and theoretical foundations related to education. These individuals should be sensitive to social demands, capable of identifying issues independently, and able to actively promote the resolution of various educational problems.
------------------------------Educational Objectives
In the Master’s Program (first two years), the goal is to nurture highly skilled professionals with advanced knowledge and skills in education, as well as individuals who aspire to become researchers by advancing to the Doctoral Program. In the Doctoral Program (final three years), the goal is to cultivate researchers in specialized fields of education who can contribute to the further development of educational studies and possess a doctoral degree.
Diploma Policy（Degree Conferral Policy）
Master’s Program (First Two Years)
Students must complete courses aligned with the educational objectives of the master’s program in the Graduate School of Education at Tohoku University, earn the required credits, and obtain either a "Master of Education" or "Master of Educational Informatics" degree. The school has established the following diploma policies, outlining the abilities students should acquire as aspiring professionals or researchers in education:
- ① Broad acquisition of advanced professional knowledge and skills supported by educational ethics and theoretical foundations.
- ② Sensitivity to societal demands related to education.
- ③ Ability to identify and actively promote the resolution of various educational problems independently.
Doctoral Program（Final Three Years）
Students complete courses designed according to the educational objectives of the final three years of the doctoral program at the Tohoku University Graduate School of Education, earn the required credits, and graduate with a Doctor of Education or Doctor of Educational Informatics degree. The school has established the following diploma policies, outlining the abilities students should acquire as researchers in specialized fields of education or as highly skilled professionals:
- ① Deep acquisition of advanced professional knowledge and skills supported by educational ethics and theoretical foundations.
- ② Sensitivity to societal demands related to education.
- ③ Ability to identify and actively promote the resolution of various educational problems independently.
Curriculum Policy（Educational Curriculum Organization Policy）
Master’s Program (First Two Years)
The curriculum of the master’s program at the Graduate School of Education is designed based on the following policies to cultivate individuals who possess broad advanced professional knowledge and skills in education, are sensitive to social demands, and can identify and resolve various educational problems independently, especially focusing on nurturing highly skilled professionals and aspiring researchers in education:
- ① "Common Courses" such as "Edufair Mind," "Information Literacy," and "Introductory Lecture" are established to acquire ethics and general knowledge and skills related to education.
- ② In order to provide students with a theoretical foundation in education (i.e., to acquire the basic knowledge of the course necessary to understand and carry out the research project), “Intermediate Lecture” has been established as “Major Basic Courses“
- ③ To acquire advanced specialized knowledge and skills in education, "Advanced Lecture" is offered as a “Specialized Courses”.
- ④ "Advanced Seminar" and "Joint Seminars" are established as "Specialized Courses" to develop the ability to perceive societal demands in education and to explore various problems based on specialized knowledge.
- ⑤ "Individual and Special Study" are established to cultivate the ability to identify and actively promote the resolution of various educational problems, building on the learning from "Common Courses," "Major Basic Courses," and "Specialized Courses."
- ⑥ Continuous review of the curriculum based on the evaluation results of learning outcomes in "Common Courses," "Major Basic Courses", and "Specialized Courses."
Learning outcomes are comprehensively evaluated based on the achievement goals and evaluation methods described in each course's syllabus. The master’s thesis is developed under the guidance of multiple faculty members, primarily the academic advisor, and is evaluated based on the following criteria: a) academic significance, b) positioning within prior research, c) appropriateness of analytical materials and approaches, d) appropriateness of analysis and interpretation, e) consistency and coherence as an academic thesis, and f) research ethics.
------------------------------Doctoral Program (Final Three Years)
The curriculum of the doctoral program at the Graduate School of Education is designed to cultivate individuals who possess deep advanced professional knowledge and skills in education, are sensitive to social demands, and can identify and resolve various educational problems independently. The program focuses on nurturing researchers in specialized fields of education and highly skilled professionals, offering "Common Courses" and "Specialized Courses," with the latter including "Special Research I," "Special Research II," "Special Topics I," and "Special Topics II." Additionally, elective courses responding to globalization are available. Continuous review of the curriculum is based on the evaluation results of learning outcomes in "Common Courses" and "Specialized Courses."
Learning outcomes are evaluated comprehensively based on the achievement goals and evaluation methods described in each course's syllabus. Research outcomes are appropriately reviewed and examined based on the doctoral thesis, under the supervision of multiple faculty members led by the academic advisor. The doctoral thesis is evaluated based on the following criteria: a) academic significance, b) positioning within prior research, c) appropriateness of analytical materials and approaches, d) appropriateness of analysis and interpretation, e) consistency and coherence as an academic thesis, and f) research ethics.
Admissions Policy
Please refer to the Admissions Information / Admissions Policy / Graduate School of Education Admissions Policy for details.
