Part Time option suitable for:

Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region. No

Applicants will normally hold an honours degree at undergraduate level (or equivalent) from a recognised higher education institution, or the candidate must present such other evidence of academic standing and/or relevant professional experiences as will satisfy the College of Human Sciences Graduate Taught Programmes Board of their suitability for masters studies. In addition, applicants should have relevant professional experience.

This is a two-year, part-time programme, delivered in blended/online format, leading to a 90-credit Masters qualification. Modules will be delivered by synchronous online lectures over two hours at evening  time, with some onsite activities organised outside of normal working hours, such as on Saturdays.  For those unable to attend onsite, recordings of the inputs will be made available.

The components of this 90- Credit Master’s qualification in Inclusive Education are:

Thesis (30 credits)

 3 x  10 credit core modules (including Research Methods)

 3 x  10 credit elective modules 

• The course content is informed by the most up-to-date and progressive thinking in relation to Education policy, nationally and internationally.
• It links theory and practice in a critical discourse on Education.
• It is informed by the most up-to-date research, both nationally and internationally.
• The ethos of the programme is very strongly influenced by social justice, children’s rights and respect for diversity. 
• It encourages a critical approach to every aspect of education at every level of the system: the classroom, the school and the macro education system. 
• There is a focus on effective teaching within effective schools.
• School improvement is a key theme within the programme.

• On successful completion of this programme, students should: 1) demonstrate a well-developed understanding of the limits, contradictions and emerging issues within education.
• 2) evidence an enhanced aptitude for continued self-directed learning as well as collaborative learning in professional settings.
• 3) demonstrate the skills of interrogating practice using theoretical perspectives, thus generating new ideas and/or reformulating existing ideas and practices in relation to professional roles.
• 4) evidence the significance of reflection in the development of expertise and innovative practice within schools and the wider education community.
• 5) indicate a more in-depth knowledge and more critical engagement with the foundational disciplines of education to enhance and enrich the expertise acquired in undergraduate studies and subsequent professional experience.
• 6) make explicit connections between module content, coursework and professional practice.
• 7) engage in exploring a range of research methods within both quantitative and qualitative paradigms and critically evaluate these in the context of education in the development of research/evidence-informed practice for school development.
• 8) complete a thesis that will provide an opportunity to demonstrate the ability to engage in primary research and consolidate the learning outcomes achieved in the other modules on the programme.

View All Modules Here

Core Modules:

• Research Thesis (30 credits)
• Research Methods 1 
• Research Methods 2
• Equalities Childrens Learning

Elective Modules:  3 of the following options:

• Leadership for Quality Learning
• School Effectiveness
• Inclusive Education
• Wellbeing

MEd Education (W030) Part Time
EU          fee per year - € 5650
nonEU    fee per year - € 11300

***Fees are subject to change

Tuition fee information is available on the UCD Fees website. Please note that UCD offers a number of graduate scholarships for full-time, self-funding international students, holding an offer of a place on a UCD graduate degree programme. For further information please see International Scholarships.

Applicants will normally hold an honours degree at undergraduate level (or equivalent) from a recognised higher education institution, or the candidate must present such other evidence of academic standing and/or relevant professional experiences as will satisfy the College of Human Sciences Graduate Taught Programmes Board of their suitability for masters studies.

In addition, applicants should have relevant professional experience.

Denis Moynihan
M.Ed

As an experienced primary school teacher I was keen to complete an MEd qualification that was tailored to my professional interests, while also preparing and qualifying me for future leadership roles within my school and beyond. The MEd in University College Dublin fit the bill for me as it allowed me to essentially build an MEd degree suited to my needs from a wide range of available modules. In addition to the foundation/core research modules, I selected modules from educational psychology, school leadership, and literacy. In the second year of my studies I completed my MEd thesis in an area I felt passionate about, while receiving guidance and support from my supervisor and other lecturers on the MEd programme who were always happy to help. My MEd cohort included students from a wide range of experiences and backgrounds, which led to intriguing conversations and discussions within and outside of lecture times. I have been able to use the knowledge, skills, and attitudes developed through completion of the MEd programme in my daily work. I am currently working with pre-service teachers in another university, and pursuing doctoral studies. You might say that I found myself enjoying the mix of theory, research and practice more than I could ever have anticipated. I would recommend the MEd programme in UCD to anyone with diverse interests who wants to complete an á la carte MEd programme.

The following entry routes are available: