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Course Detail

BA Honours Education Studies

BA Honours Education Studies

Learn about the course below
3 Years
Full Time
Course leader
Fees (Total)
Annual Breakdown
Year 1 - 58,485 Year 2 - 58,485 Year 3 - 58,485

Our BA Honours Education Studies degree goes beyond just teaching and learning, preparing you for a range of careers in the education sector and beyond. Our degree is taught by expert tutors with extensive experience working in educational settings and explores how education defines the world around us.

Course Highlights

Throughout the course you will be encouraged to develop employability skills, built into the modules,  including reflection, team work skills and professional development. Alongside the study of education theory and policy, the course draws from a range of disciplines, including history, psychology, philosophy, sociology, and law; all of which contribute to the education field. The theoretical knowledge our students gain is the perfect preparation for a career in policy-making, leadership, administration or management in education, and is also an excellent foundation for our Masters courses. You will benefit from the guidance of passionate academics who bring a wealth of professional experience within education and related sectors to their teaching.

Mode of Study Options

Due to the current global situation, your mode of study options could change for the upcoming September 2022 intake. We are monitoring any possible changes closely and will keep all applicants and students informed in case of any updates. Please keep checking this page on our website here to stay up-to-date on the current regulations for studying online and in-person. If you have any questions about studying at Middlesex University Dubai, please reach out to our Admissions Team at

You will examine both historical and contemporary approaches to education and study an introduction to philosophy in relation to education. Alongside this, you will explore the psychological approaches to learning and the study of childhood,including the social construct of childhood and child development. You will continually build on your learning and explore comparative education, equality issues and research methods. You will also have the opportunity to conduct an independent research project, and have a choice of modules to complement your learning including counselling in education, children’s rights, education and the law, and children’s literature.

Please refer to our Academic Calendar for further information:

Module and programme information is indicative and may be subject to change.

Note: Both core and optional modules are constantly updated and under review. As with most academic programmes, please remember that it is possible that a module may not be offered in any particular year, for instance because too few students opt for it. Middlesex University reserves the right to vary or withdraw any course or module.

  • Year 1

    • Historical, Sociological and Political Perspectives on Education (30 Credits) - Compulsory

      This module is an overview of education policy from the beginning of universal state education until the present. The philosophical ideologies that have underpinned policy and a more detailed examination of some current education issues will be explored.

    • Approaches to Learning (30 Credits) - Compulsory

      This module is a study of a selection of learning theories and their relation to the learning of children and adults including learning styles and how this affects you as a learner. It also includes an exploration of the historical approach to the concept of childhood and how children develop physically, socially emotionally and creatively.

    • Early Childhood Development (30 Credits) - Compulsory

      An introduction to the history and the concept of childhood; theoretical perspectives of factors influencing development and an in-depth study of the child’s holistic development will be explored. You come to know and recognise the key stages in child development and their theorists associated with these developmental areas.

    • Key Thinkers in Philosophy of Education (30 Credits) - Compulsory

      This module allows you to explore the philosophical underpinnings of state education by reference to key texts and sources such as Plato, Dewey, and others. This module will help you begin to develop a critical analytical approach to education, raising questions such as: Why have compulsory education? Who is education for? Who decides the curriculum and what should its aims be? You will also develop a basic knowledge of the nature and methods of philosophical study.

  • Year 2

    • Equality, Diversity and Inclusion (30 Credits) - Compulsory

      The definitions of the key concepts (race, class, sex. disability) and the statistical evidence for underachievement in education are addressed.  Sociological explanations account for educational experiences and patterns of underachievement. Central and local government policies and legislation that have sought to address inequality in educational provision and attainment.

    • Researching Lives: Social Investigation in the Contemporary World (30 Credits) - Compulsory

      The driving force behind this module is the idea that knowledge and skills of social research are today of fundamental importance in virtually all professions, but especially within the fields of education and early childhood. Therefore, the module encourages and trains students to go beyond the simply learning research skills and to engage with research critically and reflectively in their daily lives.

    • Education and the Social World: Who Educates Whom and Why? (30 Credits) - Optional
      This module is aimed at those who want to engage with issues of education in a deep, serious and theoretically rich way. It challenges some of the ways education is usually approached and asks how we can change education for the better. You will be actively involved in designing and proposing changes and new models. It provides a range of theoretical frameworks –among them postmodern theory, diaspora theory, and anthropological perspectives – which are extremely important for better understanding and engaging with education. Uniquely, the module offers a weekly book club and a monthly film club.
    • Insight into Play (30 Credits) - Optional

      The aims of this module are to engage you in an understanding of the value of play for children’s learning and well-being. It will support you to explore the role of the adult in children’s play, and enable you to take a socio-cultural approach in your understanding of play, so that you understand the importance of social and cultural factors when exploring how and why children play.

    • Professional Practice and Leadership in Educational Contexts (30 Credits) - Optional
      This module aims to give you the ability to consider crucial aspects for those who work or undertake research in educational contexts, such as decisional processes, creating and managing work team, hierarchy, rules and procedures, leadership style, risk management, micro-management, allocation of resources. You will enabled to assess how these aspects impact on professional practices within educational organisations. You will gain a thorough understanding of educational organisations, in particular schools, and a critical understanding of the relationship between educational organisations and the families, the local and national government, the economy. The mutual influence between these social actors and educational organisation will be critically discussed.
    • Curriculum Studies: Primary and Secondary Education (30 Credits) - Optional

      This module aims to provide a critical exploration of the National Curriculum from its inception to present day issues in the primary and secondary phases such as vocational education, pedagogy in relation to the needs of the child, assessment and quality assurance.

    • Comparative Education (30 Credits) - Optional

      This module examines education systems across a range of cultures and countries and compares them with the English system. Issues such as teacher training, gender, access to free education and the impact of globalisation will be considered. The value of comparing and classifying education systems in diverse settings will also be discussed.

  • Year 3

    • Dissertation Module for Education Studies (30 Credits) - Compulsory
      This module will allow you to complete a small piece of detailed research of an existing field within early childhood, organise and manage a small scale research investigation with insight, demonstrate skillful use of research tools and responsibility, and display critical judgement in relating these to the wider educational and social context. You will present a research report following generic academic conventions, research of relevance to early childhood in an appropriate setting - it can be general research or Practitioner Research. Practitioner Research is suitable for those who are in an appropriate placement where you hold a fairly stable role within the organisation. This pathway to include both the research report and a self-reflective report.
    • Children’s Rights and Self Determination: Theory into Practice (30 Credits) - Optional

      This module is a study of the concept of children’s rights in law and policy and how these apply in a variety of settings. Legal and policy documents such as the United Nations Convention on the Rights of the Child (UNCRC) and the Children Act, aimed at promoting children’s rights are debated. Philosophical issues around ‘rights talk’; ‘can children have rights’ are discussed in the context of young citizens, best interest, paramountcy and childhood as social construct.

    • The Child in Context: The Influence of Socio-Cultural Factors on Development (30 Credits) - Optional

      The module uses Bronfenbrenner’s Ecological Systems model as a vehicle through which to explore a range of issues from a local, social, cultural and global perspective. These will include a number of the following: socio-cultural constructions of parenting and childhood; the ways in which geography, community and neighbourhoods influence developmental outcomes; cultural variances in family types and child rearing practices and the impact of these on children’s outcomes; an exploration of the issues surrounding day-care and the effect of day-care practices on the child; cultural influences on play, migration; and childhood, theories of moral development. The module takes an international focus on the wide ranging factors influencing childhood health and well-being looking at child development research beyond the home and family.

    • The Social and Emotional Aspects of Teaching and Learning (30 Credits) - Optional
      To examine and critically evaluate the significance of human relationships and interpersonal strategies in childcare / education To explore social and emotional influences on children and adolescents educational experiences To evaluate the effectiveness of programmes and strategies used to support children and adolescent s personal and social development To critically evaluate a range of counselling models and related theories, and their application within educational settings
    • Being Young: Issues and Perspectives in Youth Studies (30 Credits) - Optional
      This module aims to give you a strong grounding in the field of Youth Studies such as the academic study of the social, political and cultural aspects and contexts of youth in the West and around the globe. Given recent world events, Youth Studies has become even more important as a field of research and study, considered by governments to have a direct impact on youth well-being and policy-making. Today’s graduates of Education Studies must have a solid understanding of the complex and shifting notions and practices of ‘youth’ in the West and the wider world. The module offers a range of innovative assessment methods including analysis of films and music.
    • Creativity and the Arts in Education (30 Credits) - Optional

      You can find more information about this course in the programme specification. Optional modules are usually available at levels 5 and 6, although optional modules are not offered on every course. Where optional modules are available, you will be asked to make your choice during the previous academic year. If we have insufficient numbers of students interested in an optional module, or there are staffing changes which affect the teaching, it may not be offered. If an optional module will not run, we will advise you after the module selection period when numbers are confirmed, or at the earliest time that the programme team make the decision not to run the module, and help you choose an alternative module.

    • Children’s Literature (30 Credits) - Optional

      From fairy tales and the picture book to books for older readers, this module is an analysis of some key concepts in Children’s Literature. It examines the historical framework in which literature for children emerged and includes opportunities for theoretical analysis of individual authors’ works as well as studies of different genres. In addition, the important role of literature for engaging children in the written word and their role in the early classroom experience will be explored.

    • Special Educational Needs, Disability and Inclusion (30 Credits) - Optional

      This module looks at special educational needs, disability and inclusion in education and concentrates on the definitions of learning difficulty and disability and the extent to which parents, pupils and students with Special Needs and Disabilities have access to the same educational opportunities as others.

Classes are held at our Dubai Knowledge Park campus Monday to Friday between 8:30am and 6:30pm (Please note: there will be No Classes scheduled on Friday’s between 12.00pm to 2.00pm). Additional sessions may be scheduled over the weekend or holiday periods and you should expect to receive notice of these in advance.

You will be actively involved in a range of learning, teaching and assessment approaches as part of your programme. These approaches ensure that you are involved and engaged by placing you at the centre of your own learning. You will be required to actively participate in learning activities and engagement with your fellow students, both individually and collaboratively. Faculty increasingly use existing and emerging technologies and your programme will be facilitated using a variety of media and online tools (My Learning on UniHub, podcasts, wikis, etc.) which will allow you access to a diverse range of online resources and learning materials. By engaging in e-learning you will also be developing skills of which are essential for your learning and highly valued by employers. Such skills including flexibility, communication, IT skills and team work.

We accept students with a diverse range of entry qualifications and from varying backgrounds. The following international qualifications are normally considered for admission:

Successful completion of the Middlesex University International Foundation Programme (IFP)*** (equivalent programmes from other Universities/Colleges/Institutes will be considered).
Indian Secondary School Certificates issued by the CBSE/ISC boards/NIOS/All State Boards may be considered: minimum grade of 60% overall
Minimum two, maximum three subjects, with grades of B,B,C (three subjects) or with A*, A* (two subjects)
You must have passed the full IB Diploma. In some cases applicants will also need to have studied certain subjects at Standard or Higher Level. If you are unsure about the suitability of your qualifications or would like help with your application, please contact for support.

Students who have completed their GCSEs are eligible to join our International Foundation Programme – a one year programme to prepare students for entry onto our Undergraduate Programmes. Please note that students must meet the British AS and A Level entry requirements in order to gain entry into the First Year of any one of our Undergraduate Programmes.

UAE’s General Secondary Education Certificate Examination Grade 12 (Tawjihiya) plus successful completion of the Middlesex University International Foundation Programme (IFP)*** or equivalent programmes
Completion of Year 1 at a recognised post-secondary institution (university / college). Candidates that have successfully completed FSC/HSC are admitted to the Middlesex University’s International Foundation Programme (IFP)***
Minimum overall grade of 12. Students completing the High School Diploma are admitted to the International Foundation Programme (IFP)***
Candidates are admitted to the International Foundation Programme (IFP)***
National Curriculum of the countries of Russia, Azerbaijan, Kazakhstan, Kyrgyzstan, Turkmenistan, Tajikistan, and Uzbekistan: Candidates are admitted to the International Foundation Programme (IFP)***
Candidates are admitted to the International Foundation Programme (IFP)***
Students with American High School Diploma are eligible to join our Foundation programme. However, if you have passed the American High School Diploma with the university required GPA and SAT or ACT or AP Scores you may be eligible for direct entry into Year 1 of the undergraduate programme. If you are unsure about the suitability of your qualifications or would like help with your application, please contact for support.
BTEC Level 3 qualifications***** (suite of qualifications known as Nationals) may be considered for direct entry into an undergraduate programme

***** BTEC qualifications (QCF) (suite of qualifications known as Nationals) are acceptable both on their own and in combination with other qualifications. Applicants are expected to have studied for the Diploma or Extended Diploma. The Certificate, Subsidiary Diploma and 90 Credit Diploma are expected to be studied in combination to equal that of at least the Diploma (for example, the Subsidiary Diploma would need to be offered in combination with either a Diploma or two GCE A levels).

 Note: *** International Foundation Programme (IFP) is a one year programme to prepare students for entry to Undergraduate programmes

This list shows only a selection of qualifications. If your high school system does not appear here, please contact our Admissions Office and we will be able to advise you further.

English Language Requirements (Undergraduate)

All programmes at Middlesex University Dubai are taught in English and applicants with previous education outside of English-speaking countries (such as the UK, the United States, Canada, England, Ireland, Australia, New Zealand), must demonstrate English language proficiency as follows:

English Language Test

Entry Requirement

IELTS Academic

6.0 (minimum 5.5 in each band)

TOEFL Internet-based

72 (17 in listening & writing, 20 in speaking and 18 in reading)

PearsonPTE Academic


Additionally, students with the following qualifications may be considered as having met the English language requirements:

English Language

Entry Requirement

GCSE/IGCSE/O-Level English

(as a first or second language)

Grade C or Higher

CBSE/ISC boards/NIOS/All state boards

Minimum grade of 65% in English

International Baccalaureate

Minimum grade 5 in English A1 (Standard or Higher Level) in IB OR a minimum of grade 5 in English B (Higher Level)

West African/Nigerian Curriculum


Minimum grade “C6“

For admissions related enquiries, kindly contact our admissions team on 0097143678100 / 0097143751212 alternatively you can email on

Education Studies can lead to careers in educational administration, management and research, within a wide range of educational settings, as well as work with training organisations, caring organisations, parents’ advisory groups, or learning support organisations. Career routes for graduates may include policy, leadership and management roles in education, teaching assistant roles in local schools, learning support officers and a wide range of Special Education Needs roles. In addition, the BA Honours Education provides an important first step towards becoming a teacher internationally and across all ages. 

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