The courses offered per direction are twelve (12), with a total of ninety (90) ECTS. These include 10 compulsory courses with 7.5 ECTS each and 2 compulsory elective courses with 7.5 ECTS each. The thesis corresponds to 30 ECTS.
The 12 courses will be taught in the first three semesters, while the fourth semester is devoted to the writing of the thesis, the supervision of which is assigned to a three-member committee by decision of the Assembly of the Department.
The indicative programme of courses for the direction “Management and Development of the School Unit: Pedagogical and Administrative Practices” is as follows:
| First Semester | |||
| Courses | Mandatory / Optional | Did. hours | ECTS |
| Psychopedagogy | O | 36 | 7,5 |
| Research methodology | O | 36 | 7,5 |
| Management and Development of Human Resources of the School Unit | O | 36 | 7,5 |
| Introduction to School Management | O | 36 | 7,5 |
| Total | 144 | 30 |
| Second Semester | |||
| Courses | Mandatory/ Optional | Did. hours | ECTS |
| The Teacher as a Professional | O | 36 | 7,5 |
| School Leadership and School Improvement of the School Unit | O | 36 | 7,5 |
| Teaching Methodology & Practical Exercise I | O | 36 | 7,5 |
| *Course optional compulsory | per’s. Candidate. | 36 | 7,5 |
| Total | 144 | 30 |
| Third Semester | |||
| Courses | Mandatory/ Optional | Did. hours | ECTS |
| Psychosocial and Pedagogical Guidance of School Units | O | 36 | 7,5 |
| Social Pedagogy | O | 36 | 7,5 |
| Sociology of Education | O | 36 | 7,5 |
| *Course optional compulsory | per’s. Candidate. | 36 | 7,5 |
| Total | 144 | 30 |
| Fourth semester | |||
| Preparation of a postgraduate thesis | 30 | ||
| Total | 30 |
Elective courses (two are chosen):
- Issues of Improving the Organizational Life of the School Unit
- Psycho-sociology of the School
- Inclusive Education
- Innovation and Creativity in Education
- School Classroom Management & Internship II
- Applications of Principles of Organisational Behaviour and Work Psychology in the Educational Process
- Topical Issues in Education
- The Greek Language in the Modern Multicultural School: Design, Methodology, Practices
The indicative programme of courses for the direction “Adult Education. Continuing Education and Lifelong Learning” is formed as follows:
| First Semester | |||
| Courses | Mandatory / Optional | Did. hours | ECTS |
| Research methodology | O | 36 | 7,5 |
| Modern Pedagogical Approaches | O | 36 | 7,5 |
| Teaching Methodology & Practical Exercise I | O | 36 | 7,5 |
| Theories of Adult Education | O | 36 | 7,5 |
| Total | 144 | 30 |
| Second Semester | |||
| Courses | Mandatory/ Optional | Did. hours | ECTS |
| Psychopedagogy | O | 36 | 7,5 |
| Professional Autonomy and Professional Development of the Teacher/Trainer | O | 36 | 7,5 |
| Vulnerable Social Groups – Social Exclusion and Lifelong Learning | O | 36 | 7,5 |
| 6. *Compulsory elective course | per’s. Candidate. | 36 | 7,5 |
| Total | 144 | 30 |
| Third Semester | |||
| Courses | Mandatory/ Optional | Did. hours | ECTS |
| Design and Implementation of Microteaching (Practical Exercise II) | O | 36 | 7,5 |
| Transformative Learning and Art in Adult Education | O | 36 | 7,5 |
| Innovative Policies and Practices in Adult Education | O | 36 | 7,5 |
| *Course optional compulsory | per’s. Candidate. | 36 | 7,5 |
| Total | 144 | 30 |
| Fourth semester | |||
| Preparation of a postgraduate thesis | 30 | ||
| Total | 30 |
* Optional courses (two are chosen):
- Design, Implementation and Evaluation of Adult Education Programmes
- The Learning Team in Adult Education
- Inclusive Education
- Education, Training, Adult Education and the Labour Market
- Counselling and Vocational Guidance in Adult Education
- Application of ICT in Adult and Distance Education
- Innovation and Creativity in Education
- Intercultural Counselling and Minority Counselling
The reallocation of courses in the semesters is made by decision of the Coordinating Committee.
Course Content/Description
Psychopedagogy
The content of the course includes the following: Concept and content of psychopedagogy, Comparison with other related terms, Theoretical and ideological approaches to psychopedagogy, Theories of Education, Child and adolescent development, Issues of cognitive and social development, Child and learning in school age, Socialization and adaptation in school, Students with special educational needs, Managing Multiculturalism, Learning and individual differences, Social and Emotional Education, Cultivating life skills.
Research methodology
The content of the course refers to the stages of conducting a scientific work, as well as to approaches, methods and techniques used in scientific research. In particular, the course deals with the following topics: Basic concepts of M.E.E. (e.g. population, sampling methods, variables, hypotheses, values), Types of scientific research, Course of research work, Ethics-Ethics of scientific research, Methods of Scientific Research (e.g. Methods of Scientific Research (e.g., bibliographic method, observation, questionnaire, interview, experiment, sociogram, test, content analysis), Conducting and Writing Scientific Work – Stages of Progress, Ways of writing bibliographic references, notes-notes, quotations and citations), Conducting and Writing Scientific Work – Stages of Progress, Ways of writing bibliographic references, notes-notes, citations and references.
Management and Development of Human Resources of the School Unit
The main purpose of the course is to provide postgraduate students with an in-depth understanding of: a) the importance of contemporary scientific theories, b) the basic functions of the management and development of human resources in education and c) the practices of developing knowledge, skills and competences of education managers in order to successfully meet the strategic objectives of education in terms of the management and development of their educational potential in school units.
Indicative Content
1.Basic functions of human resources management and development in education
2. Reception and integration of the educational staff of the school unit
3. Education and training as a measure for the development of the educational staff of the school unit
4. The evaluation function and types of evaluation of teaching staff and international experience
5.Communication, forms and means of communication of human resources
6.Motivation of human resources: motivational systems, forms and types of motivation – practices
7.Specific issues of human resources management in education: Health, safety, working conditions, labour relations
Introduction to School Management
The main purpose of the course is the study, approach and analysis of organizational and administrative phenomena in the environment of educational organizations and units, so that postgraduate students are able to understand in depth: a) the basic organizational theories and their characteristics, b) the international dynamics of scientific research focused on the study of organizational and administrative phenomena in educational units, c) the functions of educational administration, d) the individual specializations of these functions and
Indicative Content
1. Basic scientific approaches to scientific management
2. Study of organizational and administrative phenomena in the environment of educational organizations
3. Study of the characteristics of strategic management and their application in the analysis, investigation and evaluation of the external and internal environment of educational units
4. Study and application of the features of the planning and programming function in educational units
5. Study and implementation of alternative policies and decision-making techniques in the collective bodies of school units
6. Study and analysis of the types and forms of school management
7. Study and analysis of the characteristics of supervision and coordination of administrative work
8. Analysis of the organisational and administrative structure of the education system.
The Teacher as a Professional
The aim of the course is the scientific presentation and consideration of the teacher as a professional, as well as the substantiation of his/her role in the 21st century. Issues concerning the daily practice of the teacher in the school and his/her relationship with organisations and organised groups outside the school are analysed and discussed. Particular emphasis is placed on the analysis of the formal and essential qualifications that a successful teacher must possess, as well as on the recognition of the importance of designing, implementing and evaluating appropriate preventive programmes and/or educational interventions to support all pupils, particularly those with special educational needs, in order to ensure the equal participation of all children in education.
School Leadership and School Improvement of the School Unit
The main purpose of the course is for postgraduate students to understand in depth: a) the dimensions of the role of the school leader in school improvement, b) the requirements for the professionalization of the school leader, c) the reasons and ways of professionalization and d) the necessary knowledge, skills and abilities that must be possessed in order to be considered as a professional and as a school leader to be a pillar of school improvement.
Indicative content
1. School effectiveness and school improvement
2. School improvement with a focus on school leadership
3. The professionalization of the school principal today: The reasons and ways
4. The public discourse of international organisations on school leadership
5. The models of school leadership
6. The practices of effective leaders
7. The professional knowledge, skills, abilities of successful school leaders
8. Modern school leadership in the national contexts of the European Union countries
9. The selection and development of educational leaders in the member countries of the European Union
Teaching Methodology & Practical Exercise I
The content of the course includes the following: The problem of concretizing purposes into teaching objectives, Organization and conduct of teaching practice, Planning-Planning-Evaluation of teaching, Interpersonal relationships in the classroom, Opening meeting: Purpose and expected outcomes, Contemporary models of teaching, The strategy of teaching practice, Group-centred teaching and learning, The cultivation of critical and creative thinking, Organization and management of the classroom, Theories for dealing with discipline problems, Homogeneity and heterogeneity of the classroom, Technology and teaching practice, Pedagogy of inclusion, The modern teacher, Classroom management: Prevention and Intervention, Dialogue-Questioning in the Classroom, Quality and Effectiveness in Education.
Psychosocial and Pedagogical Guidance of School Units
9. The selection and development of educational leaders in the member countries of the European Union School units react differently to these challenges due to their specific organisational ontology and development that favours systematic and proactive change in order to achieve an improved state of operation. In order to achieve this, school units have to organise themselves in terms of time, material, material, professional, learning, certification, control and evaluation. The course presents and evaluates theories and models of school development as a self-directed process with emphasis on systemic understanding and its utilization in pedagogical organizational practice as a process of complete differentiation and continuous self-development.
Social Pedagogy
This course aims to discuss the socio-psychological foundations of the educational process. Students will have the opportunity to learn about the basic theories of the creation and reduction of prejudice, stereotyping and discrimination and their applications in the educational context. The phenomenon of migration from the perspective of the minority and the majority will be discussed, as well as the phenomenon of ethnic conflicts and the role that the educational system can play in the consolidation of peace through practical applications of the theories that will be discussed. There will also be a specific discussion on the role of counsellors in the educational system, the law on special education, the relationship between ideology and educational policy and the formulation of intervention programmes in relation to intercultural education.
Applications of Principles of Organisational Behaviour and Work Psychology in the Educational Process
The course “Applications of Principles of Organisational Behaviour and Workplace
Psychology in the Educational Process” presents the specific
subject matter through theoretical and applied approaches and
modern models from the fields of both psychology and psychology.
Educational Administration as well as Sociology, Communication and
of Political Sciences. It is based on the need and scientific
interest in systematically studying human behaviour in the
educational working context, as well as to describe in detail the
working conditions in educational organisations. So, with the
appropriate, where appropriate, intervention in existing conditions
seek to improve overall levels of occupational well-being and
teachers’ satisfaction with the direct consequence often resulting in an increase in
of their personal efficiency rates and what that might mean
for the final recipients of their services, their students.
Issues for improving the Organizational Life of the School Unit
The main purpose of the course is to provide graduate students with an in-depth understanding of human behavior in organizations, particularly in the field of educational organizations and schools. The specific purpose of the course is to describe, explain, interpret, predict and control human behaviour and the parameters that affect the performance of human resources in the educational work environment.
Indicative Content
1. Theories of human behaviour
2. Features of the person
3. Organisational processes
4. Work culture and school climate
5. Team dynamics and their effective functioning in school units
6. Theories of Motivation / Human Needs and Motivation
7. Managing change in education
8. The phenomenon of conflict as an element of human behaviour in the educational workplace
9. Forms and types of effective communication in Education
Psycho-sociology of the School
The course deals with theories and models of school socialization, as well as issues concerning the relationships of classroom members. In particular, it addresses the following topics: Group dynamics, teacher-student roles, social systems, communication management, psychometric and sociological tools, emotion management, social and emotional education programs.
Inclusive Education
Inclusive education concerns all pupils/students without exception, including those with disabilities and/or special educational needs, as well as those who are disadvantaged and from vulnerable social groups. It aims primarily at creating school communities/educational structures that emphasise the idea of diversity, the development of collaborative practices and, by extension, the cultivation of respect and the empowerment of all members of the educational reality. In this context, the aim of the course is to ensure equal access to educational goods for all students/students without exception and to overcome the structural barriers and stereotypes of the system that make it unable to respond to the heterogeneity of the needs of the population. Indicative themes are the following: differentiated teaching, the basic principles and techniques of active and experiential learning and cooperative group teaching, the use of the possibilities offered by new technologies, the arts and multimodal media to enrich the teaching practice and respond to the needs and interests of all students/learners.
Innovation and Creativity in Education
The course explores the importance of innovation and creativity as topical social and educational issues, as skills such as flexibility, adaptation to change and problem solving are internationally promoted. In addition, a variety of techniques for activating creative thinking are presented, which are a useful tool in the production of many original and alternative ideas and in dealing with various problems arising from the crisis and the challenges of the times. This course aims at the acquisition of knowledge and skills to promote students’ inventiveness and readiness to use methods in their daily personal and professional life.
School Classroom Management & Internship II
The main components of the course are the following: Preventing and dealing with behavior problems, crisis management, teacher-student relationships, school climate, teaching effectiveness, strategies for planning and evaluating teaching work, collaborative team-based forms of teaching, interdisciplinary deviations, gifted students, at-risk students, assessment of teaching and learning.
Sociology of Education
This course attempts to study education as a complex social institution for the transmission of knowledge and the reproduction of existing social, economic and cultural structures. The course deals with the formation of the educational institution through the basic theories that explain the structure and especially the functions of education, as well as its relation to broader changes in educational systems in the international arena. In particular, this course examines the classroom as a social subset and studies the basic factors and the relations between them in the context of the school act.
Topical Issues in Education
This course deals with topical issues that are at the heart of international education systems. Today’s school is shaping a new reality, which must take a European dimension, foster respect for diversity, use alternative teaching strategies for pupils at risk of failure or with special educational needs, prevent school violence and bullying, and shape school space and leisure time for the benefit of the pupil and learning. The course provides opportunities for discussion and reflection on topical issues such as the relationship between culture, social structure, gender, race and education, social stratification, crisis management, etc.
The Greek Language in the Modern Multicultural School: Design, Methodology, Practices
The content of the course includes the following: multilingualism in education. Greek as a first, second and third language in Greek schools and the teaching of other languages. The characteristics of language development in bilingual and multilingual learners. The levels of attainment in Greek, indicative certification bodies and representative teaching material per level. Design and adaptation of a language curriculum for mixed classes. Creating differentiated material. Cultivating language skills through different subjects. Tools for assessing language level. Use of technology.
Modern Pedagogical Approaches
The content of the course includes the following topics: Innovation and Creativity in Education, Contemporary Innovative Actions, Experiential Education and Learning, Social and Emotional Education, Cultivation of Life Skills, Exploiting Students’ Diversity, Differentiated Instruction, Group Dynamics, School Classroom Climate, Students’ Social Relationships, Communication-Interaction in the School Classroom, Teacher Education: Micro-teaching-Micro-learning.
Theories of Adult Education
The main components of the course are the following: Adult Education in our country: historical background and contemporary reality – Adult Education, Continuing Education, Lifelong Learning – Adult Education and European Policy – Adult Education in the Anglo-Saxon and German area: international research and perspective – Adult Education and related educational fields – Adulthood and institutions of Adult Education – The adult learner: Prerequisites and motivations for learning – Obstacles and resistances of the learner – Socrates’ questioning and Mezirow’s disorienting dilemma – Preconceptions and stereotypes: mental habits – The adventure of transformative learning – Critical questioning and critical reflection; critical questioning and critical thinking – Experience and education: John Dewey – Andragogy: Malcolm Knowles – Critical consciousness: Paulo Freire – Critical pedagogy: Jürgen Habermas – Person-centred theory: Carl Rogers – Transformative Learning: Jack Mezirow – The social context: Peter Jarvis – The learning cycle: David Kolb – Critical ideology: Stephen Brookfield – Emotional intelligence: Daniel Goleman.
Professional Autonomy and Professional Development of the Teacher/Trainer
The main components of the course are the following: The trainer as a group facilitator – Rules and ways of developing a sense of trust and respect – The trainer’s sense of humour – Gender and communication within the learning group – Age and gender of trainer and trainees – Role and behaviour of both genders – Reflection on the training project and self-evaluation.
Vulnerable Social Groups – Social Exclusion and Lifelong Learning
The aim of the course is to develop students’ social skills for the psychosocial support of students and their families belonging to vulnerable social groups (immigrants, refugees, single-parent families, people with delinquent behaviour, people with disabilities, ex-substance abusers, ex-prisoners, groups with stigma of failure, etc. ) and multicultural groups in general, who experience social exclusion and are therefore unable to integrate smoothly and creatively into society. The main objectives of the course are the application of educational techniques that promote communication and cooperation and the revision of opinions and stereotypical assumptions that lead to incorrect handling.
Design and Implementation of Microteaching (Practical Exercise II)
The aim of the course is to acquire skills on the design, implementation and evaluation of a microteaching project. In particular, students should be able to demonstrate effective teaching approaches through micro-teaching techniques, to identify forms of behaviour that create problems in teacher-student communication and/or that do not promote the learning process, to reflect on teaching and communication techniques based on their experiences, to organise coherent forms of work and to revise their views and attitudes regarding the handling of content.
Transformative Learning and Art in Adult Education
The main components of the course are the following: Empathy and Emotional Intelligence – Empathic/experiential activities – Empathic approach to a work of art – Principles of Transformative Learning and Applications – Critical approach to works of art – Utilization of art in the educational process – Techniques and benefits – Teaching approaches using art.
Innovative Policies and Practices in Adult Education
The main components of the course are: Contemporary theoretical approaches in adult education, Techniques of distance adult education, Lifelong learning and adult education, Collaborative learning and techniques for enhancing the learning environment, Adult counselling, The contemporary role and profile of the adult educator, Managing diversity.
Design, Implementation and Evaluation of Adult Education Programmes
The main components of the course are: The philosophy and purpose of an adult education programme – The problem of formulating aims and objectives – Objectives of knowledge, skills and behaviour: the problem of prioritising objectives – Methodological approach to content – Evaluation of the programme – Evaluation techniques – Interplay between aims/objectives, content, means, forms of work, educational techniques and evaluation – Errors in evaluation – Strategy and educational techniques: distinguishing their content – Strategies and techniques applied in education
The Learning Team in Adult Education
The main components of the course are: Group composition and homogeneity – Group dynamics and group process – Course and phases of group development – Conflicts and problems within the group – Emerging roles within the group – Discordance of verbal and non-verbal signals – Forms of non-verbal behaviour – Non-verbal behaviour and emotional climate – Non-verbal behaviour of the trainer and trainees – Problems of decoding non-verbal signals.
Education, Training, Adult Education and the Labour Market
The course provides the basic knowledge in relation to the link between education, training and the labour market, Lifelong Learning and Lifelong Education, as well as the forms of formal and non-formal education. It focuses on the professional development of adults and its link to lifelong learning. The aim is the awareness of its value, the understanding of its principles and its humanitarian role and finally its correlation with the current developments of society and the demands of modern life.
Counselling and Vocational Guidance in Adult Education
The course provides the basic knowledge in relation to guidance and counselling. It focuses on understanding the needs of the individual in the context of the school unit, as well as the principles, methods and strategies for guidance and counselling. An important aim of the course is to develop and strengthen strategies in the individual so that he/she can make smart choices and adapt effectively to his/her environment and society. This course also provides an opportunity to address issues that may affect the process of mentoring and counselling in settings with diverse cultural groups.
Application of ICT in Adult and Distance Education
The main components of the course are the following: Advantages and disadvantages of the application of ICT in Adult Education – Modern trends in the use of ICT in Education – Prerequisites, principles, reasons for use and current directions – ICT as a learning tool – Definition of Distance Education and benefits – Characteristics of the information society – Basic skills of modern citizens – Issues of social inequality – Educational software – Internet and the role of the instructor.
Intercultural Counselling and Minority Counselling
This course emphasizes the development of knowledge, skills, and attitudes to enable the school counselor to more effectively counsel and guide individuals with diverse characteristics such as culture, race, gender, sexual orientation, religious preference, and specific learning disabilities and developmental disabilities. Particular attention is given to developing the school counsellor’s awareness and awakening to the values, attitudes and beliefs of different individuals as they relate to counselling and guidance in the context of a diverse society. It provides ways for the student to understand how diverse values, customs, forms of interaction, social conditions and trends relate to cultural and ethnic differences that may affect counselling.