doctorate · School of Education
Doctor of Education
Prepares 21st-century education scholars and leaders through core coursework, applied research and a dissertation.
60 credits Online
The Doctor of Education degree prepares education scholars and leaders for the 21st century. The main components of online Ed.D programs are the Core Courses, Research Courses, and the Applied Dissertation. The Ed.D is focused on developing educational environments and aims to train doctoral students with a broad and solid multidisciplinary foundation, in understanding the problem of creation and implementation of new learning systems combining a different kind of learning deliveries. Students conduct studies that address the most pressing problems in education. Upon completion of the program, graduates assume roles as university faculty, senior-level educational leaders, and policymakers.
Program Learning Outcomes
- Evaluate contemporary educational issues and trends across diverse educational contexts to propose innovative solutions.
- Synthesize classical and contemporary learning theories to effectively address complex educational challenges.
- Integrate modern instructional technologies, assessing their impact on diverse learning environments to enhance educational outcomes.
- Analyze interdisciplinary psychological and social theories to inform pedagogical practices and foster inclusive learning environments.
- Design and evaluate the effectiveness of original scientific solutions to complex educational problems, integrating relevant theories and methodologies, and rigorously justifying the research problem through an analysis of its impact on the educational context.
Program Breakdown by Course
| Course Number | Course Name | Semester Credits |
|---|---|---|
| Core Courses (12 credits) | ||
| DOE 8000 Issues and Trends in Education This doctoral-level course critically examines global megatrends influencing education, focusing on the development of innovative learning models and the transformative role of emerging technologies. Students will analyze and apply contemporary quality frameworks to drive educational improvement and reform. The course encourages advanced inquiry into current research, trends, and issues shaping the educational landscape, including the analysis of international, national, and state/provincial legislation and its implications for schools and learning systems. Doctoral candidates will engage in critical reflection and research-driven discussions to propose strategic, evidence-based solutions that promote innovation, quality, and equity in diverse educational contexts. | Issues and Trends in Education | 3.0 |
| DOE 8002 Theoretical Foundations of Educational Environment This doctoral-level course offers a comprehensive overview of classical and contemporary learning theories and their applications within educational technology and evolving instructional paradigms. Students will explore the historical foundations, key perspectives, and significant literature that shape the field of learning and instructional design. The course integrates modern theories of learning and instruction with frameworks of distance education, critically examining distance learning as an instructional method in terms of its design, delivery, and implementation. Through reflective analysis and practical application, students will develop and deliver a distance education lesson grounded in relevant theoretical foundations. The course also fosters critical thinking about the role of learning theories in shaping professional practice and career trajectories in educational leadership and instructional innovation. | Theoretical Foundations of Educational Environment | 3.0 |
| DOE 8005 Policy Analysis in Education This advanced doctoral course critically examines the complex relationships between educational policy and the organization, form, and content of teaching and learning. Students will explore how political forces, social contexts, educational philosophies, and research evidence shape policy goals, initiatives, and implementation at the federal, state, and local levels. Through applied policy analysis, the course equips students to evaluate and interpret how theories of education, learning, and human behavior inform diverse policy paradigms. Building on students' foundational knowledge of statistics, economics, and education policy, the course emphasizes the application of econometric theory and quantitative analysis to contemporary research, policy development, and program evaluation. | Policy Analysis in Education | 3.0 |
| DOE 8010 Psychological and Social Theories of Education This foundational doctoral course offers an in-depth exploration of key psychological and social theories that have shaped the field of education. Students will critically examine the historical and social contexts from which these theories emerged, gaining a deeper understanding of the systems and schools of psychological thought that influence contemporary educational practices. The course analyzes the core principles of these theories, evaluating their implications for educational policy, research, and critical practice. Students will engage in scholarly inquiry to assess the strengths and limitations of each theoretical framework and reflect on their relevance to modern educational institutions. Through this critical analysis, doctoral candidates will enhance their ability to apply theoretical insights to the development of effective, equitable, and research-informed educational environments. | Psychological and Social Theories of Education | 3.0 |
| Research Courses (24 credits) | ||
| DBR 9008 Information Search for Research This advance doctoral course introduces participants to the concepts and techniques of information search for scientific researchers. It also contributes to creating skills for conducting information searches in a proper way as well as to report correctly the results, based on literature review. The course puts the main focus on abilities for locating information sources, and on the evaluation and selection of those information sources appropriate in specific science fields. Attention is given as well to bibliographic formats and reference management systems to allow researchers create their own bibliographies. | Information Search for Research | 6.0 |
| DBR 9009 Design and Research Methodologies This advanced doctoral course provides a comprehensive examination of research design and methodologies within social and educational environments. Students will engage in critical analysis of various research paradigms and methodological approaches, gaining the expertise needed to design, conduct, and evaluate rigorous scholarly inquiry. The course emphasizes the scientific method as a foundational approach for systematically collecting, analyzing, and reporting data to advance understanding in a chosen area of study. Through a combination of theoretical exploration and practical application, students will develop research proposals, formulate investigation questions, and design studies aimed at solving complex educational problems or exploring emerging issues. A variety of learning activities and applied experiences will enable students to critically select appropriate research designs and methodologies that align with their scholarly interests and professional goals, preparing them to contribute meaningful knowledge to the field. | Design and Research Methodologies | 6.0 |
| DBR 9010 Applied Statistics in Research This research doctoral course emphasizes the use of statistics in the context of research in the field of organizations. It is oriented to the development of competences in the use of descriptive, experimental and correlational research methods with the corresponding support of associated statistical techniques, such as descriptive measures, inferential statistical techniques and simple and multiple correlation / regression measures. Students participate in the data collection and analysis processes with the sup port of appropriate statistical software and perform the interpretation of the results which are integrated in APA style research reports. | Applied Statistics in Research | 6.0 |
| DBR 9011 Collection and Analysis of Research Data This doctoral-level course equips students with advanced skills in statistical analysis and research design, emphasizing the practical application of data evaluation techniques in educational contexts. Students will explore the selection and application of appropriate statistical procedures for analyzing research data, as well as the critical evaluation and clear reporting of findings. The course addresses the full cycle of field data collection and analysis, guiding students through the design and planning of research studies—including proposal writing and survey development—along with the implementation of data collection strategies. Emphasizing a mixed-methods approach, the course integrates both quantitative and qualitative data analysis, teaching students how to organize, interpret, and present research data effectively to inform educational policy and practice. | Collection and Analysis of Research Data | 6.0 |
| Dissertation Courses (15 credits) | ||
| DBD 9012 Dissertation Project This course focuses on formulating the research problem, it proposes and develops a preliminary literature review, and formulates research questions for the dissertation project. The dissertation project concept paper represents the first stage in the dissertation process that ultimately will allow the student to demonstrate mastery of a chosen field of study and make an original contribution to that field. | Dissertation Project | 3.0 |
| DBD 9013 Dissertation Proposal Dissertation Proposal emphasizes the formulation and writing of the dissertation proposal and the process for IRB approval. Methodology and content for each of the proposal chapters are defined, including a thorough discussion of the role of the literature review to support or refute the dissertation topic. | Dissertation Proposal | 6.0 |
| DBD 9014 Dissertation Applied Research This stage presents, in sufficient detail, the research findings and data analyses, and describes the systematic and careful application of the research methods. Additionally this stage discusses the findings and expounds on their importance, meaning, and significance. Dissertation Applied Research involves the dissertation final report approval. | Dissertation Applied Research | 6.0 |
| Educational Systems & Environment Courses (9 credits) | ||
| DOE 8003 Technology and Leadership in Educational Institutions This doctoral-level course prepares students to lead the strategic implementation of distance learning in educational and training environments. Through a systems approach, students will develop and critically evaluate comprehensive distance learning plans, considering essential components such as human, technological, and financial resources, as well as organizational change management. The course explores how major global trends and advancements in information technologies are reshaping educational delivery, examining both opportunities and challenges for teaching and learning institutions. Students will engage with the latest research and frameworks to analyze the evolving landscape of distance education and its role within broader educational systems. By the end of the course, students will design, develop, and assess a distance learning implementation and evaluation plan that reflects current best practices and theoretical foundations. | Technology and Leadership in Educational Institutions | 3.0 |
| DOE 8004 Knowledge Management Process in Education This doctoral-level course explores the application of knowledge management principles in the design and transformation of educational systems. Students will critically examine how a practical learning theory—rooted in natural learning processes—can serve as the foundation for alternative education models that promote equity, transcend diversity, and create meaningful learning opportunities for all learners. The course emphasizes the integration of knowledge management as a strategic framework for curriculum design, program development, and the facilitation of learning, as well as the creation of teacher training programs that cultivate clearly defined professional competencies. Students will also engage in applied learning to develop technical skills for gathering, organizing, refining, and disseminating knowledge within educational or organizational contexts. Using contemporary technical applications and tools, doctoral candidates will learn how to manage data and information systems effectively, equipping them to lead knowledge management initiatives in educational institutions, small businesses, and corporate environments. | Knowledge Management Process in Education | 3.0 |
| DOE 8006 Cross-National & Cross-Cultural Perspective in Ed. This doctoral level course explores how cultural diversity influences the ways individuals think, feel, and learn within educational contexts. Designed for educational leaders and practitioners, the course examines how educational practices and policies are shaped by, and in turn shape, cultural identities and social environments. Students will analyze multicultural dimensions of actual society and global education systems, with an emphasis on how these factors impact curriculum development and the learning process. Drawing on sources from anthropology, history, and personal experience, students will engage in reflective inquiry to understand how cultural identities are formed, how misunderstandings arise across cultural contexts, and how educational leaders can foster inclusive learning environments. Through applied research methods—such as surveys, participant observation, and case studies—students will learn to measure and analyze the impact of culture on education. The course equips future educational leaders with the skills to design and implement culturally responsive practices and internationalized curricula that address the realities of today’s globalized and diverse educational landscape. | Cross-National & Cross-Cultural Perspective in Ed. | 3.0 |
| Instructional Leadership (9 credits) | ||
| DOE 8007 Foundations of Instructional Leadership This doctoral-level course focuses on the development of leadership competencies to enhance instructional and learning processes in educational and organizational settings. Students will explore and critically analyze research on best practices in instructional leadership, applying these insights to improve teaching and, ultimately, student learning outcomes. The course emphasizes professional communication skills, both written and verbal, essential for effective leadership in administrative and educational contexts. Students will examine leadership styles and organizational communication principles, including conflict resolution, giving and receiving feedback, motivational speaking, and public speaking. Through practical activities and reflective discussions, students will strengthen their ability to lead instructional improvement efforts and foster collaborative, communicative, and innovative learning environments. | Foundations of Instructional Leadership | 3.0 |
| DOE 8008 Curriculum and Instruction This doctoral-level course examines the historical, sociological, psychological, and philosophical foundations that shape curriculum models, theories, and design. Students will learn to apply educational theory and school-based information to the development and implementation of curriculum in practical instructional settings. A key focus of the course is the development of essential skills for designing, constructing, and evaluating effective curricula that respond to the diverse needs of learners. Students will critically analyze contemporary developments in curriculum theory and design, review current curriculum models, plans, and guidelines, and reflect on how an understanding of student behavior informs curricular decisions. Through applied learning and reflective inquiry, students will create curriculum plans that are grounded in theory and responsive to real-world educational environments. | Curriculum and Instruction | 3.0 |
| DOE 8009 Leadership Assessment and Development This doctoral-level course focuses on the integration of supervisory competencies and educational leadership, emphasizing self-assessment and continuous professional growth. Students will identify, reflect upon, and strengthen their leadership skills, attitudes, and knowledge through the use of leadership assessment tools and the development of strategies for ongoing improvement in their practice. A central component of the course is the exploration of teacher leadership in K–12 schools, recognizing the essential role of school leaders in cultivating leadership capacity within their teaching teams. Students will examine the dynamics of teacher leadership development, learning how to work collaboratively with teacher teams and support teachers as leaders in instruction, school culture, and organizational initiatives. The course prepares educational leaders to create environments that foster shared leadership and professional empowerment, ensuring sustainable school improvement. | Leadership Assessment and Development | 3.0 |