Education Studies and Sociology explores both the multi-disciplinary field of education and the discipline of sociology. The course structure offers a broad and balanced curriculum of research-informed modules which critically examine key topics and themes relevant to education, and the patterns of social life and social change more broadly. From concepts and issues to policy and practice, students will examine the fascinating landscape of these two subjects through local and global lenses. Students will develop advanced skills in making use of theoretical and methodological tools to ask questions that matter.
Designed by leading experts at Queen’s, the course structure is firmly rooted in the disciplines of education and sociology and provides an insightful student experience and a qualification that will help graduates to shape a better tomorrow and open doors to influential career roles and destinations in the education sector and beyond – in governments, international agencies, charities, public sector organisations, schools, and the private sector.
The degree places a strong emphasis on developing students to become critical thinkers who can engage with theoretical knowledge and research evidence from education and sociology, with relevance to the United Nations Sustainable Development Goals. This includes the development of discipline-specific skills such as the ability to draw on a range of primary and secondary sources, and to analyse data.
Education at Queen’s is ranked top 175 in the world
(THE Subject Rankings 2024)
Education Studies and Sociology highlights
Internationally Renowned Experts
As a research-intensive Russell Group University, Queen’s provides high-quality learning and teaching linked to the latest insights and innovations. Education Studies and Sociology is taught by internationally recognised researchers with expertise related to the modules they develop and teach. Staff regularly deliver talks at prestigious universities around the world and have been awarded prestigious prizes and recognitions such as the Best of UNICEF Research Award, while several colleagues have been appointed as Fellows of the Academy of Social Sciences.
The Education discipline at Queen’s has a world-leading reputation in Research and Teaching and is home to leading experts including the UNESCO Chair on Globalising a Shared Education Model for Improving Intergroup Relations in Divided Societies. Our experts contribute across a range of education and education-related areas within and beyond academia.
Student Experience
The Education Studies and Sociology programme provides opportunities to develop substantive knowledge and research skills through collaborations with external partners in education and education-related organisations. Student activities include practice-based observations, field trips, summer work placements, guest lectures and workshops.
To support students throughout their studies, each student is assigned a personal tutor for one-to-one staff support and mentoring. The School of SSESW also offers a peer-mentoring scheme for Education Studies and Sociology students, with the support of staff and the Centre for Educational Development.
Global Opportunities
Immerse yourself in a new culture and boost your CV as you explore the world through Queen’s life-changing travel opportunities to go abroad for a summer, a semester or a year, with various funding options to help support travel costs.
The School of Social Sciences, Education and Social Work (SSESW) has exchange agreements with many universities across Europe. Whether you fancy Finland, Germany, France, Italy, Sweden or Spain we want to support your ambitions to study abroad.
World Class Facilities
Queen’s is an historic campus university in the heart of Belfast, which is ranked one of the most affordable universities in the UK. The McClay Library is a world-leading purpose-built facility which blends the traditional and the modern. Students of Education Studies benefit from a dedicated subject librarian who curates and manages an extensive collection of up-to-date physical and digital materials.
Further Study Opportunities
There is a broad range of further study options available to our graduates. Within the School, we offer a great programme of study at Masters level. These courses include MEd, MSc and MRes programmes with specialisms in Education or Sociology, as well as several interdisciplinary courses such as the MSc in Children’s Rights and the MRes Social Science. These programmes offer opportunities to develop advanced skills in research methods, as well as knowledge of substantive topics and theoretical debates. Graduates may also wish to pursue a career as a Sociology teacher by completing the PGCE (Social Sciences) here at Queen's.
Courses often draw on international comparisons with a strong Ireland (North and South) emphasis.
Stage 1 Modules
• Rethinking Society
• Origins, Underpinnings and Future Directions in Education
• Developing Skills in Critical Thinking, Analysis and Expression
• The Sociological Imagination
• Understanding Learning, Curriculum and Assessment
• Digital Society
Stage 2 Modules
Core modules
• Formal and Informal Education in the 21st Century
• The Power of Social Theory
• Quantitative Research Skills
• Qualitative Research Skills
Optional modules
• Schools and Society
• Inclusive Learning and Teaching
• Race, Racism and Colonialism
• Social Inequalities and Diversity
• Sociology of Conflict and Peace Processes
Stage 3 modules
Core Modules
• Education Studies in Theory and Practice
• Applied Research in Education
Optional modules
• A Global Perspective on Education
• Norms and Social Change
• Modern Families: Intimate and Personal Relationships
• Religion: Death or Revival?
• The Sociology of Protest and Revolution
• Transformative Education in Conflict Affected Societies
• The Policy and Politics of Education
• Human Rights and Education
• Emotion, Power, and Politics: The Political Sociology of Emotions, Trump, Brexit, and Populism
• Issues in Contemporary Irish Society
• The Cultural Politics of Memory in a Global Perspective
Education Laura's research interests lie in three main areas: child health and wellbeing; early child development and social cohesion; and programme evaluation with a particular interest in Low and Middle Income Countries (LMICs) through the NIHR funded LINKS Study.
Education Leanne's research interests are in the areas of educational trajectories and transitions, language and education policy, educational assessment and young people's perspectives on education.
Education Joanne is the Director of the Centre for Shared Education at Queen’s. Her main research interests are in the role of education in divided societies, and inequalities in education. She has led more than 20 research projects on these themes with research grants from the EU, ESRC, British Council, British Academy, Nuffield, UNICEF, Atlantic Philanthropies, and a range of other awarding bodies.
Sociology Lisa specialises in the norms, emotions and social conflicts, focusing specifically on conflicts over various aspects of human reproduction, including abortion and breastfeeding, as well as over social roles such as motherhood.
Education Sarah's research focusses on early childhood education and methods in the field of ‘what works’ in education, specifically social emotional development, academic attainment and programme evaluation.
Contact Teaching Hours
Medium Group Teaching
3 (hours maximum) Hours of practical classes, workshops or seminars
Personal Study
24 (hours maximum) Hours studying and revising in your own time each week including some guided study using online activities or resources from classes
Large Group Teaching
6 (hours maximum) Hours in Lectures
Teaching Times
Teaching is scheduled across the working week, normally not before 10am to facilitate work/life balance. Specific timings vary yearly due to timetabling.
Learning and Teaching
We aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
On the Education Studies and Sociology programme we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society, and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Education Studies and Sociology students at Queen's are taught in a dynamic academic environment by an award-winning teaching staff, in a School which was rated as one of the leading departments in the United Kingdom.
Examples of the opportunities provided for learning on this course are:
Computer based practicals
Practicals provide students with the opportunity to develop technical skills and apply theoretical principles to real-life contexts. For example, using recent survey data to address topical research issues, from attitudes to ageing to immigration. Specialist computer software includes SPSS (statistical package)
E Learning technologies
Information associated with lectures and assignments is often communicated via our Canvas Virtual Learning Environment. A range of e-learning experiences are also embedded in the degree programme including the use of interactive support materials.
Lectures
Lectures are normally delivered in large groups and provide important introductions to significant concepts, debates and theories. They also provide opportunities to ask questions and seek clarification on key issues as well as gain feedback and advice on assessments. We often invite guest speakers from key organisations and civil society groups.
Personal tutor
Undergraduates are allocated a Personal Tutor from their first day at the University. The Personal Tutor is available to give advice and support throughout their time at QUB. The Personal Tutor will meet with them on several occasions during the year to support their academic development.
Practice based observations
Some modules incorporate practice-based observations, which will include: fieldwork; off campus visits to informal education settings; and engagement with community stakeholders. Practice-based observations will enable students to gain first hand knowledge of a range of settings and develop skills in examining education purposes and values, and in critical reflection on education practice and practice-based research.
Self directed study
This is an essential part of life as a Queen’s student and includes private reading, engagement with e-learning resources, and reflection on feedback and assignment preparation.
Seminars and tutorials
A significant amount of teaching is carried out in small groups. These sessions are designed to explore, in more depth, the information that has been presented in the lectures. This provides students with the opportunity to engage closely with academic staff who have specialist knowledge of the topic, to ask questions and to assess their own progress and understanding with the support of their peers. During these classes, students will sometimes be expected to present their work to academic staff and their peers.
Work experience
You will have the opportunity to gain valuable work experience with one of the many employers who are keen to benefit from the important skills you develop through your degree pathway. These opportunities can range from extra-curricular summer work placements, accredited by the Future Ready Award, through to working closely with the Careers, Employability & Skills team to obtain approved professional experience with an employer relevant to their studies and future career plans. This includes a wide variety of organisations (public, private, community, voluntary).
Assessment
Modules are typically assessed by a combination of continuous assessment, assignments and/or final written examination. Examples of continuous assessment include:
Small Group Projects/Presentations – usually on a topic of students’ own choosing.
Written assignments – including essays, book reviews, critical commentaries and blogs.
Research-based assignments – for example, research proposals, questionnaire design, face-to-face interviews, reflective research diaries, analysis of statistical data and independent research projects.
Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction. Following each element of assessed coursework, students are provided with detailed feedback on the quality of their written work and how they can improve future assignments.
Feedback
Students receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement employers, personal tutors, advisers of study and peers. As a university student, you will be expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of your work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face-to-face comments. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Online or emailed comments.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Placement employer comments or references.
Comment and guidance provided by staff from specialist support services such as Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
Facilities
The School is located within a recently renovated building, with state of the art teaching and learning facilities, together with dedicated student space including a large student common room. The teaching facilities enable an interactive learning environment.
What our academics say
“This exciting new programme provides an excellent foundation for students to think critically about education on local and global scales. Our teaching is informed by our world-leading research and there will be many opportunities to progress to post-graduate study with us”.
Dr Laura Dunne
Reader in Education
BA(Hons) Education Studies Module Convenor
MEd Educational Studies Programme Director
"Current global problems of climate change, war, inter-group conflicts and population migration present significant challenges for education. This course draws on world leading research and practice, and our networks of international scholars and practitioners to consider how to address these challenges in order to make a difference in how education is designed and delivered across a range of local and global contexts."
Professor Joanne Hughes
UNESCO Chair in Shared Education for Peacebuilding and Social Justice in Education
BA Education Studies Module Convenor
The information below is intended as an example only, featuring module details for the current year of study (2025/26). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This module offers a general introduction to the discipline of sociology for those with no experience of studying sociology before. Its primary objective is to initiate students to sociological thinking. Sociology does not rely on our subjective experience and general ideas commonly shared withing the society (beliefs, customs, traditions, values, norms); its critical way of thinking and its methods allow us to discover aspects of social life that most people are unaware of. This will be done through a diversity of topics such as social class, suicide, race, gender, disability, globalisation, violence and other social phenomena. The module will provide a background for those intending to study sociology in the second and third years, but also acts as a stand-alone sociology course for those who do not intend to study it further
Learning Outcomes
By the end of the module you should be able to:
Have a general understanding of the cncepts, approaches and theories available within the discipine of sociology.
Understand the effect of social norms and common sense on our perception of social life.
Apply a sociological way of thinking on a diversity of topics.
Effectively gather, retrieve and synthesise information to evaluate the key aspects of social life.
Skills
- To develop analytical and oral skills through participation in lectures and tutorials.
- To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
- To be able to use information technology to gather, organise and evaluate information.
This module will introduce students to major sociological approaches for researching social developments surrounding digital and online technologies.
The lectures and the classes will introduce students to key theories, theorists, and concepts for understanding contemporary developments such as online communication technologies, social media, artificial intelligence, online surveillance, and automation of labour. Through these discussions, this module interrogates whether digital technologies have fundamentally altered the nature of ‘modernity’, and what features of contemporary society have changed or stayed the same.
This course will explore both theoretical and normative questions about whether digital technologies ameliorate or reproduce social inequalities and whether people have the capacity to change the world through engagement with – or rejection of – digital technologies.
Students will be encouraged to reflect critically on their own everyday use of technology and how their behaviour in turn shapes contemporary society. This will include questions surrounding the ‘information revolution’ and its effects on social relations at personal and institutional levels. Students will also be encouraged to examine evidence both supporting and challenging commonplace conceptions about the role of digital technologies on modern life.
Learning Outcomes
Students on this module will have the opportunity to develop knowledge and understanding of:
1. Key concepts and theories in sociology and social theory relating to the impacts of digital technologies in contemporary societies.
2. The potential positive and negative effects of digital technologies on the quality of life.
3. The consequences of digital technologies on online and in-person interactions and identities.
4. The social impacts of the so-called ‘digital divide’ in national and global contexts.
Skills
Students will have the opportunity to develop skills in the following areas:
• Find and select relevant information from print and electronic sources.
• Interpret theoretical arguments grounded in sociology of the internet and new media.
• Interpret and use existing reliable data to back up theoretical arguments.
• Develop and demonstrate critical and independent thinking skills.
• Develop oral skills through participation in lectures, tutorials and group discussions
• Develop an ability to write in a clear, structured and critical manner.
This module offers an introduction to what we teach (curriculum), what we learn and how we measure and assess learning. In addition to learning about the ways in which we learn (cognitive science), students will develop an appreciation of how and why this is relevant for education, and how this links to curriculum and assessment theory and practice. It provides students with a journey through formal education from Early Years Education to the end of compulsory schooling. The module will allow students to explore and think about student needs as they move through the education system. Students will learn how to think critically about the fundamental building blocks of an education system and will have the chance to consider how practice links core concepts together. A range of professionals will contribute their expertise to this module and students will have opportunities to reflect on practice-based considerations.
Learning Outcomes
Studying this module will enable students to:
• Understand the learning and developmental process of learning across the Key Stages
• Critically consider what pupils are taught and the impact of curriculum
• Develop an awareness of assessment practices and how they relate to student knowledge
• Apply knowledge of curriculum, learning and assessment and synthesise ideas through practice.
Skills
This module will allow students to develop the following skills:
• Work effectively on their own and as part of a group.
• Effective written and spoken communication, and use of technology.
• Awareness of planning, managing and reflecting on their own learning.
• Develop critical thinking skills
Developing skills in complex critical thinking, analysis, and expression
Overview
The main aim of the module is to increase students’ knowledge and understanding of the core concepts of and applications of complex thinking skills and to further their personal capabilities to develop their skills in critical thinking, problem solving, analysis, and expression in their undergraduate studies, and in their professional and practical settings in the future. The module draws on successful thinking – based interventions from various theoretical perspectives, with a particular focus on the role of metacognition, interpersonal dialogue, and collaborative learning, and complex problem solving for the development of enhanced thinking skills. The module will have practical elements, enabling participants to participate and collaborate in developing their personal and complex thinking capabilities and to develop sustainable strategies such as critical reflection to further develop their future complex thinking skills.
Learning Outcomes
Studying this module will enable students to:
• Develop their understanding of the research literature on theories in the field of complex thinking skills and be able to critically evaluate apply this understanding to different perspectives on complex thinking and problem solving;
• Be able to integrate complex thinking skills into more general theories in their undergraduate studies;
• Critically reflect on the concept of metacognition and the importance of collaborative dialogue for promoting and sustaining complex thinking skills development and thinking dispositions;
• Critically reflect upon alternative problem-solving models for learning and assessing complex thinking skills and personal capabilities;
• Apply these ideas in their own educational learning contexts, for example, in the planning, learning and assessment of their wider undergraduate studies;
• Gain insights into their current thinking and learning strategies and appraise the role of the development of complex thinking skills in enhancing for example, their problem solving and critical analysis skills.
Skills
Regarding transferable skills, students should be able to:
• Demonstrate critical and self-evaluation skills in this Module and further in their wider undergraduate studies and ultimately in their chosen careers;
• Show literature searching and literature selection skills to an appropriate level;
• Contribute constructively to group discussion in class in both face to face and online discussion forums;
• Be competent in the style and conventions of academic writing;
• Reflect and self-evaluate their learning and complex thinking practices with the purpose of enhancement and improvement;
Origins, underpinnings and future directions in education
Overview
This module offers an introduction to the study of Education. It provides a firm basis in the key concepts, critical issues and current debates which are essential to understanding education as a discipline. Students will be introduced to educational principles and how these are conceptualised in different international contexts. The module introduces different theories and perspectives which inform how we understand education, and how discussion of educational issues in the public domain discloses these origins. Through engaging with these aspects, students will become confident in drawing on a range of materials to support their own discussions of educational issues.
Learning Outcomes
Studying this module will enable students to:
• Understand key theoretical and empirical knowledge relating to education as a discipline (e.g. the purposes and outcomes of education in a range of settings).
• Develop the capacity for critical engagement with perspectives on the nature of education.
• Apply different forms of knowledge in understanding real-world contexts.
Skills
This module will allow students to develop the following skills:
• Work effectively on their own and as part of a group.
• Effective written and spoken communication, and use of technology.
• Awareness of planning, managing and reflecting on their own learning.
This module aims to provide a general introduction to doing sociological research, through a critical engagement with landmark studies. C. Wright Mills’ idea of a ‘sociological imagination’ provides the framework for evaluating the quality of key pieces of research, exploring the connections between how they are defined, carried out and written up. The module covers a range of research methods, as they are employed in studies of important aspects of social life, such as racism, drugs and urban life, love and technology, social networking, education and masculinity and violence. The module also provides an in-depth introduction to the theoretical character of sociology by introducing classic perspectives shaping the discipline.
Learning Outcomes
Provide a general introduction to the practice of sociology and the evaluation of sociological research; a background for entry into second year sociology; and knowledge about inequality in society.
Skills
Critical evaluation of sociological studies; introduction to sociological analysis; public speaking and writing skills
This module provides an introduction to social theory. The development of sociological thought is traced from initial forumulations in the late 18th c. through to the work of contemporary theorists. As well as explaining the nature of various sociological perspectives, the module will show how these can be used to help us understand particular events and problems that occur in the social world.
Learning Outcomes
To provide students with a grounding in classical social theory. To introduce students to the central theoretical problems that sociologists face.
Skills
Demonstrate competence in evaluating sociological arguments. Display ability to write informed and literate essays.
Introduces students to a variety of qualitative and explorative research methods, including research ethics and methods of data collection.
Learning Outcomes
On completion of the module, students should:
• Be aware of the nature and range of qualitative empirical scientific data that can be used by sociologists, criminologists, anthropologists and those working in related fields;
• Know how to collect qualitative data in a systematic manner;
• Have acquired basic knowledge of how to analyse qualitative social data;
• Be aware of the strengths and limitations of qualitative research methods in sociological research;
• Be able to make a basic assessment of the rigour of data collected using qualitative research methods;
• Be capable of designing and writing a research proposal for a small scale dissertation on a subject of their choosing.
Skills
The course will provide students with an elementary knowledge of a range of techniques for the collection, analysis and interpretation of qualitative research data. The course will enable students to read and make sense of data presented in different formats and to interpret the results accordingly.
The course will enable students to develop the ability to critically examine the methodology and the findings of social science research, particularly those where qualitative methods have been employed. In addition to promoting basic academic and research skills, the project based workshops will promote the development of a range of additional employment related skills, namely communication skills; project management skills; innovation and creativity; as well as cognitive skills (e.g. critical thinking; problem solving; evaluating) and personal conduct.
Drawing from local and international examples, students are invited to explore important questions about schooling such as: what are schools for and why is there such a diversity of schools? Beginning with an introduction to the historical development of schooling in Ireland, students will consider the purposes of schooling in a range of global contexts, the values that motivate groups and polities to establish schools and how these have evolved.
Through sociological and philosophical perspectives, students will be invited to understand and evaluate the many ways in which education is realised through various forms of schooling including, inter alia: common schools; private schools; religious schools; special schools; linguistic schools; co-operative schools. Attention will also be given to deschooling; contemporary examples of innovative forms of schooling; and the future of schooling.
Through this exploration of schooling, particular emphasis will be given to understanding education as a human right and a sustainable development goal, as well as evaluating the significance of school cultures and school ethos for education.
Learning Outcomes
Studying this module will enable students to:
• Understand fundamental questions concerning the aims, values and nature of education and its relationship to schools and society.
• Analyse the relationships between cultural, social, political and economic contexts and the organisation of schooling in national and international settings
• Develop the capacity for critical engagement with perspectives on the nature of schooling and education.
• Reflect on the changing nature of schools as a result of developments in technology
• Interrogate the challenges of policy development and implementation through comparing education systems in real-world contexts.
Skills
This module will allow students to develop the following skills:
• Identify, analyse and reflect upon contemporary expressions of schooling
• Respond constructively to changing environments
• Work effectively on their own and as part of a group.
• Effective written and spoken communication, and use of technology.
• Awareness of planning, managing and reflecting on their own learning.
This module introduces the concept of inclusion as it applies to learning and teaching, and with reference to education rights. The module will expand students’ understanding of the range of additional needs which learners experience, and of how additional needs are defined and conceptualised by stakeholders. Students will critically reflect on how learners can be supported, in a broad range of formal and informal educational settings and beyond.
Students will consider evidence from research, practice and policy to better understand how education can be made accessible to a full spectrum of learners. This module will offer students opportunities to identify and draw upon relevant evidence to critically evaluate the effectiveness of policies and pedagogies aimed towards creating supportive learning environments
Learning Outcomes
Studying this module will enable students to:
• Understand how inclusive learning and teaching is delivered in policy and practice.
• Engage with different conceptualisations of inclusion and approaches to delivering inclusive education.
• Undertake critical reflection on the nature and purposes of education for a broad range of learners in formal and informal contexts.
• Draw on theoretical and empirical evidence to evaluate provision
Skills
This module will allow students to develop the following skills:
• Work effectively on their own and as part of a group, to respond to a range of tasks.
• Apply skills in critically analysing, summarising and communicating complex ideas and issues.
• Interpret and present relevant data to particular tasks and demonstrate capacity for argumentation.
This module offers an introduction to and exploration of formal and informal teaching and learning, nationally and internationally. Through a number of off-campus activities, students will gain an insight into practices and approaches in formal and informal education settings, with a focus on cross-curricular and skills development across childhood and adolescence – from Early Years to Key Stage 4. Students will learn how to think critically about the links between formal and informal education, and continuity and progression.
Learning Outcomes
Studying this module will enable students to:
• Understand the learning and developmental process of knowledge, understanding and skills development in different formal and informal environments and settings
• Critically consider what children and adolescent young people formally and informally engage with, as part of their learning journey
• Develop an awareness of formal and informal learning in a range of settings
• Apply key principles as well as knowledge of curriculum, learning and assessment and synthesise ideas through practice in a range of formal and informal settings.
Skills
This module will allow students to develop the following skills:
• Work effectively on their own and as part of a group.
• Effective written and spoken communication, and use of technology.
• Awareness of planning, managing and reflecting on their own learning.
• Develop critical thinking skills
• Develop cross-curricular and practical skills in a range of formal and informal settings
Building on the core Level 2 modules that introduce qualitative and quantitative methods, this module will focus on conducting research in education settings. Drawing on international, national and local examples the module will explore the meaning of ‘evidence’ and the role of research and data in contributing to our definition and understanding of what works to improve education and wellbeing outcomes for children and young people, and our understanding of the underlying mechanisms. The course will explore the key components and steps necessary to appraise, design, and conduct educational research drawing on relevant methodological, theoretical and empirical perspectives. The wide range of stakeholders in Education will be considered, including the importance and challenges of working in partnership, as well as exploring effective ways of communicating evidence in practice.
Learning Outcomes
Studying this module will enable students to:
• Describe and critically examine key methodological approaches in education research, gaining an understanding of a range of perspectives.
• Understand and evaluate evidence from a range of methodological approaches, including limitations, significance, and application.
• Understand the challenges associated with conducting research in education settings.
• Describe and critically assess the challenges associated with translating evidence into practice.
Skills
This module will allow students to develop the following skills:
• Apply analytical and problem-solving skills to complex issues, including the use of primary and secondary research skills.
• Reflect critically on the nature of evidence, values underpinning different viewpoints, and values-based approaches to interpretation.
• Investigate educational issues using appropriate research strategies and methods.
• Undertake educational research to address key questions in the field of education.
This module explores the diversity of contexts in which education is practised and situates education studies as a discipline within the social sciences. Students will develop skills in critically analysing the role of education in society by engaging with relevant educational theory and research. They will develop knowledge of how educational issues are pertinent across a range of fields.
This module will offer students opportunities to examine different approaches to organising and delivering education, contemporary perspectives on effective educational policies and practices, and their own personal and professional experiences of education. Students will be able to make critical comparative evaluations of issues across international contexts and educational phases. They will be able to select appropriate evidence to support their claims and to challenge narrowly defined notions of what education is and does.
Learning Outcomes
Studying this module will enable students to:
• Understand the position of education studies as a discipline.
• Engage with different perspectives on the role of education in a range of contexts
• Undertake critical reflection on the nature and purposes of education for a variety of purposes.
• Draw on theoretical and empirical evidence to make comparative evaluations of the functions of education in varied contexts.
Skills
This module will allow students to develop the following skills:
• Work effectively on their own and as part of a group.
• Effectively use ICT and problem-solving skills to undertake research and presentation of key issues.
• Apply skills in critically analysing, summarising and communicating complex ideas and issues.
This module covers the sociology of revolution and protest. It encourages students to examine the structural causes of protest and revolution and the agential factors involved in carrying out dissent and revolutionary change around the world. The module will be concerned with a range of historical and contemporary case studies internationally. Students will be stimulated to engage with a wide range of conceptual frameworks and social theories in relation to revolution and protest.
The course will additionally seek to outline approaches to measuring and understanding the effects of protest and revolution. Students will further examine forms of counter-protest and counter-revolutionary action, such as the policing of dissent. Case studies will include the Arab Spring, decolonisation, LGBTQ rights. African American Civil Rights, the Peasants Revolt, the French Revolution. The course will further encourage students to consider a wide range of forms through which dissent is expressed: e.g. street demonstrations, violence, art and culture, and political mobilisation.
Learning Outcomes
Students will develop an understanding of the main causes of protest and revolutionary action. They will also be able to analyse activism, social movements, and social change By the end of this module, students will be able to:
* understand classical and contemporary theories on protest, social movements and revolution
* identify and analyse the main causes of protest and revolution
* understand a range of historical and contemporary case studies
* analyse the effects of protest and social movements on our societies.
* systematically compare and contrast different case studies through analysis
* apply interdisciplinary approaches to analysing protest/revolution
* use various methodological approaches to researching protest/revolution
Skills
This module will provide practice in:
* Critical analysis of the structural forces the drive protest and revolution
* To engage in various methodological approaches to measuring the outcomes of protest and revolution
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in protest and revolution.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
* Interdisciplinarity in terms of using sociological, criminological, historical and political science approaches to protest and revolution
* To understand comparative sociology
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
The cultural politics of memory in a global perspective
Overview
This module provides students with an in-depth understanding of memory studies as an interdisciplinary field through a discussion of contemporary theoretical debates and case studies from across the globe. The module will cover key themes such as: memorial sites and commemorative objects; national memory and national identity; long-term impacts of conflict, terrorism, war, and genocide; transnational and diasporic
memories, and contemporary legacies of Empire and colonialism. The module is designed to equip students with theoretical and methodological tools for undertaking data collection and analysis of social processes surrounding memory and commemoration.
Learning Outcomes
Students will develop an understanding of the historical and contemporary debates surrounding collective memory and the cultural and political struggles over the social remembrance of the past. By the end of this module, students will be able to:
* understand contemporary debates in memory studies as an interdisciplinary field.
* analyse and critique the concept of ‘collective memory’ and its theoretical and practical implications.
* critically appraise different methods for studying commemorative processes.
* understand how memory and collective identity shape social relations, especially in post-conflict and post-colonial societies around the world.
* systematically compare and contrast different case studies through reasoned analysis
Skills
This module will provide practice in:
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in collective memory.
* Reflecting on suitable research methods for studying various aspects of memory and commemoration.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
Emotion, Power, and Politics: The Political Sociology of Emotions, Trump, Brexit, and Populism
Overview
The module will introduce and give students a firm understanding of a new, and increasingly important, sub-field that operates at the intersection of political sociology, and the sociology of emotion: the political sociology of emotion. The approach is interdisciplinary, deploying concepts and literature from various areas across the social sciences, including social and political theory, sociology and the sociology of emotion, political psychology, and political science. The module examines the ‘politics-emotion nexus’ in various ways, and shows how an understanding of emotion has become increasingly salient in and vital for the explanation of the contemporary world. There will be seminars addressing the relationships between emotions and: social movements; nationalism; affective and/or emotional citizenship; war and conflict; the emotional state; the increasing importance of emotions in and for party politics; the rise of populism, Trump, and Brexit; and emotions in post-conflict and divided societies. This is a research-led module, arguing for the importance and distinctiveness of the sociological approach to understanding and explaining these issues, and introducing work and case studies at the very cutting edge of the discipline. Teaching will combine a lecture and seminar/discussion format.
Learning Outcomes
By the end of this module students will:
• Gain an understanding of key theoretical concepts debates about emotions and power in social and political life from sociology and other social science disciplines;
• Evaluate a range of perspectives on the relationship(s) between emotions, power, and politics;
• Develop a capacity for critical analysis of emotions and power in the field of politics, using case studies and examples.
Skills
This module will provide practice in:
• Analyzing, evaluating and interpreting information
• Developing and defending reasoned opinions
• Developing and demonstrating independent thinking
• Employability Skills
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word
Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
Modern Families: Intimate and Personal Relationships
Overview
This module will focus on the sociological theory and research on the family and it will do so by examining both the scholarship on the family and the place of the family in different European societies. The history and current state of the family in Northern Ireland will be examined in the immediate context of family studies in both the UK and Ireland and in the broader context of other European societies. Both theoretical and empirical work will be considered.
Learning Outcomes
(1) To make students familiar with the literature on the sociology of the family. (2) To give students a knowledge of the different approaches to understanding and studying the family. (3) To make links between this literature on the family and the main sociological theories more broadly. (4) To identify the significant feature of the family in Northern Irish society and how the family has functioned in this society as compared with others. (5) To give students an appreciation of comparative studies and the comparative method.
Skills
Acquisition of information, literature review, reproduction of information in essay and examination. Critical evaluation of evidence. Presentation skills.
In this module students will investigate and reflect on the influence of politics and the changing political environment on the development of educational policy. Students will learn about education policy in regions of the UK, and how it fits within global education policy frameworks and the manner in which these policies shape the educational culture of the school/ classroom.
Issues to be addressed will include the meaning of policy; policy reform; ideologies and their influence on education policy; professionals in education and policy approximation. Students will become familiar with political ideologies (e.g. neoliberalism) and their manifestation in political discourses (e.g. managerialism).
Students will critically examine the relationship between educational policy and the role that education is considered to fulfil within society equipping them with the capacity to critique and review policies for education.
Learning Outcomes
Studying this module will enable students to:
• Demonstrate an understanding of political ideology and its influence on education policy.
• Explain what policy is and how global and local politics shape the development of education policy
• Critique contemporary education policies and evaluate their impact on schools
• Evaluate how schools respond to policy shifts
Skills
This module will allow students to develop the following skills:
• Search for evidence and sources
• Work independently and as part of a group
• Reference academic and other literature
• Demonstrate a capacity to use ICT for academic purposes
• Synthesise literature and craft a scholarly argument
• Manage time and work to deadlines
• Present arguments to an audience
This module introduces human rights as a key concept in the purpose and practice of education. The module focuses on developing understanding of the human rights of children (children’s rights), and how education is treated across international human rights frameworks.
Students will develop familiarity with the United Nations (1989) Convention on the Rights of the Child, and the status of children as rights holders. Several theoretical conceptualisations of the rights set down within this international legal instrument will be examined, with significant emphasis on rights to, in and through education.
Current educational issues will be examined in light of these internationally binding legal documents and the mechanisms through which periodic monitoring is undertaken. Students will become confident in applying their learning to the analysis of educational issues across a range of contexts, locally and globally, and from the perspectives of rights holders.
Learning Outcomes
Studying this module will enable students to:
• Understand the basis of education as a human right and the human rights of children to, in and through education.
• Engage with key conceptualisations of human rights in the education sphere (e.g. the purposes and outcomes of education in a range of settings, or the need for periodic monitoring).
• Develop the capacity for critical engagement with educational issues from a human rights perspective.
• Draw on theoretical and empirical evidence to critique real-world contexts.
Skills
This module will allow students to develop the following skills:
• Work effectively on their own and as part of a group.
• Effective written and spoken communication, and use of technology.
• Awareness of planning, managing and reflecting on their own learning.
Transformative education in conflict affected societies
Overview
UNESCO proposes dialogue and exchange as key dimensions of transformative education to support the building of peaceful, just, equal, equitable, inclusive, healthy and sustainable futures. Processes of peacebuilding in education are however fraught with difficulty, and evidence suggests that even when policy and legislation are seemingly conducive, it can be difficult for schools to tackle complex issues relating to identity, diversity and difference, sources of intergroup hostility and ‘othering’; and the power and equality dynamics that underpin them.
This module explores the theory and practice underpinning transformative education in deeply divided societies, and drawing on ‘live’ examples from across the globe, highlights both the challenges entailed and evidence of best practice.
Learning Outcomes
Studying this module will enable students to:
• Know and understand key theories and debates relating transformative education in ethnically plural and conflict affected societies.
• Understand the barriers to peace building through education and examples of best practice.
• Understand how the concepts and issues covered in the module manifest in specific education contexts.
Skills
This module will allow students to develop the following skills:
• Critical thinking in assessing and evaluating academic literature.
• Improve their own learning and performance, through the development of research skills and synthesis of evidence that will be required to undertake the presentation assignment.
• Construct and communicate oral and written arguments.
The module aims to develop a sociological understanding of the dramatic social change which has occurred in recent times on the island of Ireland (particularly Northern Ireland). This will be accomplished by focusing on a series of key issues which help to illustrate both the scale and the nature of the transformations involved.
Learning Outcomes
By the end of this module, student will be:
- Familiar with contemporary sociological debates within, and applied to, contemporary Irish Society
- Able to analyse, evaluate and interpret information in relation to society and social life on the island of Ireland
- Capable of developing and defending independent thinking, reasoned opinions and argument
- Able to engage in systematic and critical reasoning about contemporary issues in Irish society
- Confident in using and comparing different types of evidenceand experience from across Irish society, north and south, and from a variety of case studies
Skills
The course aims to enable students to develop the following skills:
- Retrieve and select relevant information from print and electronic sources
-Select, utilize and interpret material to address a particular issue or problem
- Present information and communicate ideas in a coherent and appropriate manner and format.
- Develop oral skills through participation in lectures and tutorials, presentations in class and group discussions
- Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
This module presents theoretical approaches to and empirical studies of religion, concentrating on religion and modernity. Specific topics iclude sociological definitions of and approaches towards religion, debates on secularisation theories, modern religious expressions (new religious movements, spirituality, fundamentalism), rational choice approaches to the study of religion, the globalisation of religion and political responses to religious diversity.
Learning Outcomes
- To understand the non-normative character of the sociological study of religion.
- To acquire a knowledge of some key contributions, both classic and recent, in the sociological analysis of religion.
- To become aware of the existence of debates within the subject and to learn to use evidence to critically evaluate competing claims.
- To become more aware of the interplay of religion with other social processes (eg modernity, globalisation).
- To address, through the consideration of evidence and through discussion, our preconceptions about some contentious issues pertaining to religion.
Skills
- Using the written word - essay writing.
- Using the spoken word - Participating in group discussions.
- Developing reading skills.
- Searching for and obtaining information.
- Evaluating , synthesizing and interpreting information.
- Increasing your awareness of religious diversity in contemporary societies.
- Using evidence to critically evaluate competing claims
- Developing and defending reasoned opinions
- Developing and demonstrating independent thinking
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to grade A at A-Level and a Distinction being equated to a grade B at A-level.
Irish Leaving Certificate
H3H3H3H3H4H4/H3H3H3H3H3
Access Course
Successful completion of Access Course with an average of 65%.
International Baccalaureate Diploma
32 points overall, including 6,5,5 at Higher Level.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades of DDD
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades of DDD
Graduate
A minimum of a 2:2 Honours Degree
Note
There are no specific subject requirements to study BA Education Studies.
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your application.
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Applicants for this degree offering A-Level/ BTEC Level 3 qualifications or equivalent must have had, or been able to achieve, a minimum of 5 GCSE passes at grade C/4 or better (to include English Language). The Selector will check that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
Offers are normally made on the basis of 3 A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants is set in terms of 3 A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate is taken into account. Applicants must have a minimum of 5 IJC grades C/ Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
For applicants offering a HNC, the current requirements are successful completion of the HNC with all credits at Merit grade. For those offering a Higher National Diploma, to be eligible for an offer, at least half of the units completed in the first year of the HND must be at Merit level and remainder Passes. Applicants must successfully complete the HND with all credits assessed in final year to be at Merit grade. Any consideration would be for stage 1 entry only. Some flexibility may be allowed in terms of GCSE profile.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
Queen's University Belfast International Study Centre offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Education Studies provides a solid foundation for students to support the educational ambitions of a wide range of organisations and provide a diverse choice of career destinations such as in governments, international agencies, charities, public sector organisations, schools, and the private sector. Students will develop critical thinking skills to contribute to the learning process and to improving the experiences of individuals, communities and societies.
Graduates will have a unique combination of analytic and abstract thinking skills, accomplished in analysing and evaluating complex issues within and across educational systems and competent to undertake social research from sociological and educational perspectives.
Examples of local and international employment roles:
• Education Consultant
• Policy Officer and Policy Analyst
• Sociology Teacher
• Social Researcher
• Civil Servant
• Youth Worker
• Community, charity sector and international development roles
• Training, policy and advocacy roles.
Further study and professional training are also options open to Education Studies and Sociology graduates. You can choose from a wide range of Master’s programmes in specialised areas, as well as undertake doctoral training across a comprehensive offering of research topics. Graduates may also wish to pursue a career as a Sociology teacher by completing the PGCE (Social Sciences) at Queen's. https://www.prospects.ac.uk/careers-advice
Prizes and Awards
Top performing students are regularly awarded prizes and scholarships, including the Athena SWAN prize for the best work on gender in equalities, and the Foundation Scholarship.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at:www.ucas.com/applying.
When to Apply
UCAS will start processing applications for entry in autumn 2026 from early September 2025.
The advisory closing date for the receipt of applications for entry in 2026 is Wednesday 14 January 2026 (18:00). This is the 'equal consideration' deadline for this course.
Applications fromUK and EU (Republic of Ireland)students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2026) subject to the availability of places. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applications fromInternational and EU (Other) studentsare normally considered by Queen's for entry to this course until 30 June 2026. If you apply for 2026 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS Most students make their applications throughUCAS(Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2026.
Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application.Find out more.
Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult theAgent Listto find an agent in your country who will help you with your application to Queen’s University.
