Doctor of Education (Ed.D)
Validated by Swiss School of Business and Management (SSBM)
Duration
2 yearsStudy Mode
OnlineTotal Tuition
9900 EURMonthly Payment
Discuss payment plan with Enrollment AdvisorQualification
Doctorate (DBA / PhD)Start Date
Rolling start dates (start anytime)Programme Overview
The Doctor of Education (Ed.D.) from the Swiss School of Business and Management (SSBM Geneva) is a globally focused, fully online doctoral programme designed for experienced educators, academic leaders, corporate learning professionals, policymakers, and professionals seeking to drive innovation and transformation in education. Delivered over 24 months, the programme combines advanced educational research, leadership development, and applied doctoral study, enabling graduates to address complex challenges facing modern education systems. Students can specialize in one of nine high-demand areas: Corporate Learning & Organizational Development, Digital Transformation in Education, AI & Future of Learning, Higher Education Management, Emerging Technologies in Education, Online Learning & Educational Technology, K–12 Educational Leadership, Higher Educational Leadership, and Curriculum Studies & Learning Sciences. The programme is ideal for Caribbean professionals who want to lead university transformation, develop online and blended learning ecosystems, integrate artificial intelligence into education, improve curriculum design, influence education policy, or advance workforce development initiatives. Applicants typically require a recognized Master’s degree (or equivalent qualification) along with relevant professional experience.
Entry Requirements
Applicants should possess:
An MBA or equivalent qualification from a recognized institution; or
A Master's degree in Management (or related discipline) with at least 2 years of professional experience; or
A Master's degree in another discipline with at least 5 years of professional work experience.
Academic transcripts
Current CV/Resume
Passport or national ID
Passport-sized photograph
Some applicants may be invited to an interview with the Academic Director before admission.
Who is this course for?
This doctorate is particularly suited for:
University lecturers and professors
College administrators
School principals and vice principals
Ministry of Education professionals
Curriculum specialists
Corporate learning and development managers
HR Directors
Educational consultants
Instructional designers
Online learning specialists
Educational entrepreneurs
NGO and international development professionals working in education
For the Caribbean, this degree is especially valuable for professionals seeking senior leadership roles within universities, ministries of education, TVET institutions, private educational organizations, and multinational companies investing in workforce development.
Career Opportunities
University President
Provost or Academic Dean
Director of Academic Affairs
Educational Consultant
Ministry of Education Policy Advisor
Director of Online Learning
Corporate Learning & Development Director
Higher Education Researcher
Curriculum Development Specialist
International Education Programme Director
Programme Highlights
This foundational doctoral course introduces students to the principles and processes of advanced educational research. Students develop an understanding of different research paradigms, research designs, academic inquiry, literature review techniques, and ethical considerations in conducting scholarly investigations. The module prepares doctoral candidates to identify significant educational problems, formulate research questions, and select appropriate methodologies for investigating issues within education, leadership, technology, and organizational learning.
Building on Research Methodology I, this advanced module develops students’ ability to design and execute rigorous doctoral-level research projects. Students explore advanced qualitative, quantitative, and mixed-method research approaches, including data collection techniques, analytical frameworks, validity and reliability considerations, and interpretation of research findings. The course equips candidates with the skills required to produce high-quality research that contributes meaningful insights to educational practice, policy, and institutional transformation.
This module guides doctoral candidates through the development of a comprehensive research proposal that forms the foundation of their dissertation. Students learn how to define a research problem, conduct a critical literature review, establish a conceptual framework, develop research objectives and questions, select appropriate methodologies, and design a realistic research plan. By the end of the course, students are prepared to present a structured proposal demonstrating the academic relevance and practical impact of their intended research.
This course strengthens students’ ability to conduct scholarly research and communicate academic ideas effectively. It focuses on advanced academic writing techniques, scholarly argument development, citation practices, literature synthesis, and producing research outputs suitable for publication. Students learn how to critically evaluate educational research, write doctoral-level academic papers, and communicate findings effectively to academic, professional, and policy audiences.
This module develops advanced skills in quantitative research and statistical analysis within educational settings. Students explore statistical techniques used to analyze educational data, evaluate relationships between variables, measure educational outcomes, and support evidence-based decision-making. The course enables doctoral candidates to interpret complex datasets and apply analytical methods to address challenges related to student performance, institutional effectiveness, learning outcomes, and educational policy.
This contemporary module examines the role and impact of generative artificial intelligence in education, research, and organizational learning. Students explore AI applications such as AI-assisted teaching, personalized learning, research support, automated content creation, assessment innovation, and institutional transformation. The course also addresses ethical considerations, responsible AI adoption, academic integrity, and strategies for integrating AI technologies into modern education systems.
This research seminar prepares doctoral candidates to transform their research findings into publishable academic work. Students learn about academic publishing processes, selecting appropriate journals, preparing manuscripts, responding to peer reviews, and meeting scholarly publication standards. The module supports students in developing their academic reputation and contributing original knowledge to the global education research community.
This seminar provides additional support for doctoral candidates as they refine and strengthen their dissertation proposals. Students receive guidance on improving research questions, strengthening theoretical frameworks, organizing research designs, and ensuring alignment between research objectives, methodology, and expected outcomes. The course helps students develop proposals that meet doctoral standards and address meaningful challenges in education.
This module introduces students to digital tools that support effective academic research management and scholarly writing. Students learn how to use citation management software to organize references, manage literature reviews, apply academic referencing styles, and improve research efficiency. The course helps doctoral candidates maintain accuracy, academic integrity, and professionalism throughout their research journey.
The doctoral thesis represents the culmination of the Ed.D. programme and requires students to conduct original research addressing a significant educational challenge. Under academic supervision, candidates apply their research skills to investigate complex issues related to education leadership, technology, curriculum, organizational learning, policy, or other areas of specialization. Successful completion demonstrates the student’s ability to generate new knowledge, contribute to educational practice, and provide evidence-based solutions to real-world challenges.
For prospective Caribbean students, these courses should be positioned as developing research capability, educational leadership, innovation skills, and transformation expertise rather than simply academic knowledge. This is particularly relevant for university administrators, lecturers, education policymakers, corporate trainers, and professionals leading digital transformation initiatives across the region.
Education MA
Validated by Coventry University
Duration
part-time over 1-2 yearsStudy Mode
OnlineTotal Tuition
£6,500Monthly Payment
£271Qualification
Master’s Degree (MSc / MA / MPH)Start Date
Jan, May, SeptProgramme Overview
The MA Education (Online) from Coventry University is designed for qualified education professionals who want to deepen their understanding of teaching, learning, leadership, and contemporary issues affecting education globally. The programme combines educational theory, research, and professional practice, enabling educators to critically evaluate their approaches and implement improvements within their learning environments. Students can specialise through pathways including Development of Expert Teaching, Mentoring in Education, Special Educational Needs and Disabilities (SEND), and Contemporary Issues in Global Education. Delivered online, the programme allows education professionals worldwide to continue working while developing advanced skills in pedagogy, leadership, inclusion, innovation, and educational improvement.
Entry Requirements
Applicants should normally have:
A Bachelor’s degree with honours at 2:2 or above (or an international equivalent assessed by UK ENIC) in any discipline
Evidence of Initial Teacher Training, such as:
Bachelor of Education (BEd)
Degree with Qualified Teacher Status (QTS)
PGCE / ProfGCE
PGDE or equivalent teaching qualification
English language proficiency:
IELTS 6.5 overall, with no component below 5.5 (or equivalent qualification)
Applicants with relevant prior qualifications, such as certain postgraduate teaching qualifications or professional development awards, may be eligible for Recognition of Prior Learning (RPL).
Who is this course for?
This programme is ideal for:
Qualified teachers seeking to advance their professional practice
Primary, secondary, and further education teachers
International school educators looking to strengthen their qualifications
School leaders and aspiring education leaders
Teachers interested in curriculum development and educational innovation
Educators working with diverse learners and inclusive education environments
Professionals interested in mentoring and developing other teachers
Education professionals involved in policy, training, or school improvement
Academic staff seeking advanced knowledge in education research and practice
Education professionals who want a flexible online master’s degree while continuing employment
Career Opportunities
School Principal / Headteacher
Education Leadership Manager
Curriculum Development Specialist
Instructional Coordinator
Academic Director
Teacher Trainer / Professional Development Specialist
Education Consultant
Special Educational Needs (SEN) Coordinator
Learning and Development Manager
Higher Education Lecturer / Education Researcher
Programme Highlights
Programme highlights coming soon.
Education PGCert
Validated by Coventry University
Duration
1 YearStudy Mode
OnlineTotal Tuition
£2,125Monthly Payment
£178Qualification
Postgraduate CertificateStart Date
January May SeptemberProgramme Overview
Education PGCert | Online | Worldwide
The Education PGCert from the National Institute of Teaching and Education (NITE), part of Coventry University Group, is a six-month, part-time postgraduate qualification designed specifically for qualified teachers who want to strengthen their professional knowledge and improve their practice while continuing to work. The programme is delivered entirely online, with weekly live tutorials and asynchronous learning that can be completed around professional commitments. Students choose one of four specialist pathways: Development of Expert Teaching, Mentoring in Education, Special Educational Needs and Disabilities (SEND), or Contemporary Issues in Global Education. The PGCert comprises 60 Level 7 credits—a 30-credit specialist pathway module plus a compulsory 30-credit Portfolio for Professional Practice. The qualification is awarded by Coventry University, with NITE forming part of the Coventry University Group; the university page does not identify a separate professional-body accreditation specifically for this PGCert, so marketing should describe it as a Coventry University postgraduate qualification delivered through NITE, rather than claiming a separate professional accreditation.
The programme is intended for qualified teachers working in schools and other educational settings worldwide, including educators working with primary, secondary, further education and higher education learners. Entry requires an honours degree at 2:2 or above, or international equivalent assessed by UK ENIC, in any discipline, together with evidence of Initial Teacher Training such as a BEd, BA/BSc with QTS, PgCE/ProfGCE, PGCE or PGDE. For marketing purposes, applicants should be prepared to provide their degree certificate and/or academic transcripts, evidence of their Initial Teacher Training qualification, and identification/passport documentation, with any additional country-specific documents determined during the application process. The stated English-language requirement is IELTS 6.5 with no component below 5.5, or equivalent, or TOEFL 600. Applicants holding Level 6 Initial Teacher Training may receive exemption from Philosophy for Education at the PGDip stage, while Level 7 Initial Teacher Training or an appropriate National Professional Qualification may provide further Recognition of Prior Learning if they later progress beyond the PGCert.
For 2026/27, the published tuition fee for the PGCert is £2,125, for both UK and international students, with the programme normally completed part-time over two terms/six months. The published course page does not specify a separate instalment schedule for this £2,125 NITE PGCert; therefore, The programme has January, May and September starts, making it particularly suitable for worldwide recruitment. There is no requirement to travel to Coventry, and online learning includes webinars, videos, podcasts, research, tutorials and access to platforms such as Aula and PebblePad.
Entry Requirements
To be considered for the Coventry University/National Institute of Teaching and Education (NITE) Education PGCert, applicants must meet the following requirements:
Honours degree at 2:2 or above in any discipline, or an equivalent international qualification assessed by UK ENIC.
Applicants must also provide evidence of Initial Teacher Training (ITT). Acceptable qualifications include:
Bachelor of Education (BEd)
BA/BSc with QTS
PgCE/ProfGCE
PGCE
PGDE
Applicants from outside the UK must meet the applicable country-specific academic entry requirements established by Coventry University.
English-language requirement: IELTS 6.5 overall, with no component below 5.5, or an accepted equivalent qualification such as TOEFL 600.
Documents Applicants Should Prepare
For the UpCaria application process, prospective students should be prepared to provide:
Passport or valid government-issued identification
Bachelor's degree certificate
Official academic transcript
Initial Teacher Training qualification/certificate — such as PGCE, PGDE, BEd, or equivalent
Evidence of English-language proficiency, where required
CV/resumé, particularly where it helps demonstrate teaching and professional experience
Any additional country-specific documentation requested by Coventry University/UK ENIC during the admissions assessment.
Recognition of Prior Learning
This is an important feature to highlight to experienced teachers. Applicants who already hold a Level 6 Initial Teacher Training qualification may be exempt from the Philosophy for Education module. Those holding a Level 7 Initial Teacher Training qualification may be exempt from both Philosophy for Education and Critical Reflection. Holders of a National Professional Qualification (NPQ) may also be eligible for Recognition of Prior Learning, depending on the level of the NPQ and the specialist pathway selected. Coventry recommends that applicants contact the university before applying to determine their eligibility.
Who is this course for?
This programme is particularly suitable for:
Qualified primary school teachers
Secondary school teachers
Further education educators
Higher education educators with appropriate teacher-training credentials
Early-career teachers
Experienced teachers seeking postgraduate professional development
Teachers interested in mentoring and teacher development
Teachers working with SEND/inclusive education
School-based professional development coordinators
Educators interested in global education, digital transformation and educational innovation
Teachers seeking a relatively short Level 7 postgraduate qualification
Educators who may eventually wish to progress from PGCert to PGDip and/or the full MA in Education
The programme is especially attractive to working professionals because it allows them to study without leaving their current educational setting
Career Opportunities
Classroom Teacher / Senior Teacher
Subject Leader / Subject Coordinator
Teacher Mentor
Teacher Development or Professional Learning Coordinator
SEND / Inclusion Coordinator
Curriculum Development Specialist
Educational Programme Coordinator
School Improvement Practitioner
Middle Leadership Roles in Schools
Progression toward Senior Educational Leadership / Headship
Programme Highlights
Designed primarily for teachers in the early stages of their careers, this module develops the practical and professional expertise required to become a more effective classroom practitioner. Students explore areas such as subject leadership, assessment and meaningful professional reflection, while connecting academic learning directly to their own teaching practice. It is particularly suitable for recently qualified teachers seeking structured postgraduate development and a stronger foundation for future progression into leadership or specialist teaching roles.
This pathway is designed for established teachers who want to develop their ability to mentor, coach and support other educators, including trainee and early-career teachers. Students examine what effective mentoring involves and undertake independent enquiry connected to professional practice. It is particularly relevant for teachers who have, or aspire to have, responsibility for staff development, teacher induction, professional learning or school-based mentoring.
The SEND pathway develops teachers' understanding of inclusive education and the needs of children and young people with special educational needs and disabilities. It explores the principles and practices required to create more inclusive learning environments and improve outcomes for learners with SEND. This pathway is valuable for classroom teachers, inclusion coordinators, SEN/SEND professionals and educators seeking to strengthen their ability to respond to diverse learning needs.
This pathway is particularly attractive for international recruitment through UpCaria because it examines contemporary educational challenges from a global perspective. Topics include sustainability, digital technology, funding and innovation, together with their implications for the schools of the future. The module develops the ability to critically understand global trends and respond strategically to changes affecting education systems and institutions.
This compulsory PGCert module enables students to translate their specialist learning into evidence-based professional practice. Students develop a reflective and self-critical approach through practical tasks, critical reflection and the presentation of evidence demonstrating professional development. The work is undertaken in collaboration with a designated mentor, with students responding to feedback and using their educational setting as an important context for applying their learning.
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