This programme is made up of pedagogy courses and teacher training, as well as courses and a thesis focused specifically on sustainability and sustainability education.
The programme is 120 ECTS and is organised as two years of full-time study.
The programme is made up of:
Students choose between the following specialisations based on their background:
The programme is taught in Icelandic.
Courses are offered either as face-to-face or distance learning, and students are therefore encouraged to familiarise themselves with the study mode for each course. See the definitions of different modes of study.
After completing the programme, students will be able to:
After graduating from a teacher education programme at an Icelandic university, a student must have attained level C1 in Icelandic in accordance with the Common European Framework of Reference for Languages.
See the Common European Framework of Reference for Languages.
In general, admission to a Master's programme requires the applicant to have completed an undergraduate degree with a first class grade (7.25 or higher).
The programme is based on Act No. 95/2019, which states that upon graduation, a teacher with a specialisation at the primary school level should possess specialised qualifications in a a primary school subject, a minimum of 90 credits. Programmes leading to a teaching licence are organised with applicants' previous studies in mind. Applicants with an under-graduate degree in another subject than their chosen field of specialisation in the teacher education programme may have to take extra credits at under-graduate level in order to meet the requirements for a minimum number of credits in a subject.
Applicants for master programmes leading to a teacher certificate who have neither completed upper-secondary school examination nor undergraduate studies at university level in Icelandic must pass a special Icelandic entrance examination at level B2 in accordance with the Common European Framework of Reference for Languages (CEFR).
120 ECTS credits must be completed for the M.Ed. degree.
Further information on supporting documents can be found here
Check below to see how the programme is structured.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded.
In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.
Course topic: The main purpose of this course is to provide participants with opportunities to critically analyse institutional and systems approaches based on different types of leadership and ideas of expertise. The concepts of professionalism and professional identity in leadership will be examined, particularly in the field of education and topic on sustainable development. Wicked problems will be defined and discussed, possible solutions identified and what could prevent their progress and how outcomes could be evaluated. Issues of professional learning for change and leadership including taking actions will be discussed and connected to the UN SDGs and eight key competences for sustainability and social entrepreneurship. Attention will be given to professional capital for sustainability with some focus on integrative learning, linking thinking skills and content. The final topic will be a professional development plan putting reflection and self-assessment into structured private plan.
Working method: Classes and discussions are online and built on informed debate and active participation (80% attendance in class is required). Assignments include individual written assignments and active participation in discussion threads, and team assignments including leading a class, giving a lecture and leading discussion, and be in the role of class discussant. To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.
Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded.
In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.
Course topic: The main purpose of this course is to provide participants with opportunities to critically analyse institutional and systems approaches based on different types of leadership and ideas of expertise. The concepts of professionalism and professional identity in leadership will be examined, particularly in the field of education and topic on sustainable development. Wicked problems will be defined and discussed, possible solutions identified and what could prevent their progress and how outcomes could be evaluated. Issues of professional learning for change and leadership including taking actions will be discussed and connected to the UN SDGs and eight key competences for sustainability and social entrepreneurship. Attention will be given to professional capital for sustainability with some focus on integrative learning, linking thinking skills and content. The final topic will be a professional development plan putting reflection and self-assessment into structured private plan.
Working method: Classes and discussions are online and built on informed debate and active participation (80% attendance in class is required). Assignments include individual written assignments and active participation in discussion threads, and team assignments including leading a class, giving a lecture and leading discussion, and be in the role of class discussant. To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.
Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded.
In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.
Course topic: The main purpose of this course is to provide participants with opportunities to critically analyse institutional and systems approaches based on different types of leadership and ideas of expertise. The concepts of professionalism and professional identity in leadership will be examined, particularly in the field of education and topic on sustainable development. Wicked problems will be defined and discussed, possible solutions identified and what could prevent their progress and how outcomes could be evaluated. Issues of professional learning for change and leadership including taking actions will be discussed and connected to the UN SDGs and eight key competences for sustainability and social entrepreneurship. Attention will be given to professional capital for sustainability with some focus on integrative learning, linking thinking skills and content. The final topic will be a professional development plan putting reflection and self-assessment into structured private plan.
Working method: Classes and discussions are online and built on informed debate and active participation (80% attendance in class is required). Assignments include individual written assignments and active participation in discussion threads, and team assignments including leading a class, giving a lecture and leading discussion, and be in the role of class discussant. To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.
Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.
Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
