Study Education in Europe

This PhD program combines coursework with research-based training, preparing students to conduct research to national and international standards in pedagogy and developing the academic research competencies needed to complete and defend a dissertation and pursue work in tertiary education or research. Credits are divided across four components: 33 percent from coursework, 5 percent from a complex examination, 45 percent from academic research, and 17 percent from teaching within tertiary education. Applications are submitted to one of eight thematic modules: Theoretical-Historical Pedagogy, Adult Learning and Education, Teacher Education and Higher Education Studies, Special Education, Sports and Health Promotion, Culture, Diversity, and Education, Early Childhood Education, and Learning, Instruction and Subject Pedagogies.

Supervisors support students' research and help introduce them to professional and academic life, drawing on their own research, teaching qualifications, and involvement in international research projects. The program combines and integrates multiple disciplines to generate research projects, and students regularly present their results at national and international scientific conferences.

Graduates are prepared for careers as researchers and academic staff, as well as related roles such as program associate, program manager, social service administrator, or research coordinator.

Applicants must hold a master's-level degree (MA or MSc) and are expected to contact a potential supervisor in advance to discuss their research plan and secure a supervisor's statement; if final examinations are still underway and the diploma has not yet been issued by the application deadline, a certification of expected graduation is accepted instead, though the diploma itself must be presented by enrollment at the latest. Applicants to the Sports and Health Promotion module specifically need a prior degree in education, pedagogy, teacher training, psychology, recreation, physical education teaching, sports coaching, sports management, health education, nutrition, or physiotherapy. This program is not available to Hungarian citizens.

English proficiency must reach C1 level in both speaking and writing, assessed during the oral entrance interview. Required documents include an application form, the master's degree certificate, a CV, a motivation letter, a research plan, a supervisor's statement, a copy of a valid passport, and a reference work — an academic paper written in English within the applicant's field of study, such as an MA thesis extract, research paper, seminar paper, research report, journal article, book chapter, case study, or literature review, ideally 5 to 15 pages excluding references and appendices. A letter of recommendation and a list of publications may also be submitted but are not required, and an official English translation of the MA certificate is needed if the original is not in English.

The oral entrance exam, held in person or online, is a roughly 30-minute interview with the head of the doctoral program and other faculty, focused on the feasibility of the applicant's research plan, their awareness of its theoretical and bibliographical background, their foreign language knowledge, and their previous research results and readiness for academic teaching. Final rankings combine this evaluation with an assessment of the applicant's submitted academic record.

This bachelor's program provides advanced theoretical and methodological training in special needs education, preparing future special needs teachers to help children, young people, and adults with disabilities and impairments improve their cognitive, social, physical, sensory, and perceptual skills, and to support them with life management, rehabilitation, environmental adjustment, and social integration. It is well suited to students with strong empathy, communication and interpersonal skills, and a genuine interest in supporting people with disabilities.

Graduates learn to interpret medical and psychological diagnoses and apply psychological knowledge appropriate to specific disabilities, using modern diagnostic tools to design goal-oriented special needs interventions. These interventions combine general teaching principles with content suited to a particular disability, adapted to a client's age, ability, and socio-cultural background, and can include educational, developmental, therapeutic, preventive, and rehabilitation services delivered within institutional care systems. The program spans four years, entirely in English.

The first stage of the program builds a shared foundation, beginning with a choice of social science coursework, such as the sociology of special needs, disability studies, or social policy, alongside general anatomy and neuroanatomy, developmental biology, the psychology of development and education, and an introduction to pedagogy and arts-based methods.

Students then continue with a shared core in special needs education, covering its historical development, values, and institutional and legal context, along with a choice of arts-based methodology coursework, such as drama, movement-based methods, or musical or visual expression. This continues into school hygiene and first aid, the psychology and assessment of special needs alongside an introduction to psychiatry, early childhood intervention and learning disabilities, teaching methodology, and the use of digital technology in special needs education.

From the third semester, students choose one or two specializations, in any combination, from four available tracks.

Students specializing in intellectual disabilities study the pathology of intellectual disability, the psychology and pedagogy of moderate to profound intellectual disability, and methods for adapting teaching to individual needs, before moving into age-specific coursework spanning early skills development, public schooling from kindergarten through vocational training, and lifelong guidance for adults. Further coursework covers basic skill development, cultural techniques, augmentative and alternative communication, and practical life-management knowledge, supported by three periods of supervised pedagogical practice.

Students specializing in hearing impairment study the anatomy, pathology, and diagnostics of the auditory system, pediatric audiology, and the theory and practice of sign language, before progressing through a three-part sequence on the language development of children with hearing impairment, early intervention, and inclusive education. Further coursework covers support for adults with hearing impairment and complex associated needs, again supported by three periods of supervised pedagogical practice.

Students specializing in visual impairment study the anatomy and pathology of the visual system and the fundamentals of educating people with vision impairment, including functional vision assessment and environmental adaptation, before progressing into rehabilitation coursework covering vision training, orientation and mobility, and daily living skills. Further coursework addresses the early intervention, inclusive education, and teaching methodology appropriate for children and adolescents with visual impairment, including those with multiple disabilities, again supported by three periods of supervised pedagogical practice.

Students specializing in physical and multiple disabilities study the functional anatomy, physiology, and pathology of the motor system and the fundamentals of somatopedagogy and human movement science, before progressing through coursework on movement education, assistive communication technologies, and support for adults with physical disabilities. Further coursework covers early intervention and the education of children with physical disabilities in nurseries and schools, again supported by three periods of supervised pedagogical practice. Students combining two specializations also complete additional cross-disciplinary coursework relevant to both areas, such as counselling, conflict management, or creative and therapeutic methods, along with shared coursework relevant to students working with people with profound or multiple support needs.

Across all specializations, students complete a four-part sequence building toward their thesis, covering research methodology, the research plan, thesis writing, and thesis preparation, alongside a substantial free-choice elective allowance drawn from topics such as inclusive education, disability studies, rehabilitation medicine, or cognitive development. The program concludes with an extensive supervised internship and a closing seminar in the student's chosen specialization or specializations.

Graduates work across public education institutions, healthcare services, the child protection system, social care services, non-governmental organizations, and the judicial system, independently delivering nursery, kindergarten, and primary education matched to their specialization, as well as skill development in vocational and general education settings, student residences, and children's homes. Further opportunities include intervention, habilitation, and rehabilitation work in ambulatory care and specialized methodological institutions, with typical roles including early intervention teacher or therapist, class teacher at a specialized school, consulting or supporting teacher in inclusive settings, and rehabilitation instructor for adults with disabilities.

Applicants must hold a secondary school certificate; those still completing secondary education may submit proof of enrollment or expected matriculation instead, provided they present their final certificate by the time of enrollment. Higher education degrees are also accepted in place of a secondary certificate. Required documents include an application form, records from the final two years of secondary school, a CV, a motivation letter, and a valid passport or national ID with photo.

Since the entire program, including exams and practical training, is taught in English, applicants must demonstrate at least B2-level (advanced) English proficiency. This is assessed through the applicant's motivation letter and an online oral interview rather than a mandatory external certificate, though submitting one is recommended.

The entrance process includes both written and oral components: an aptitude assessment, a written and oral English language test, and an approximately 20-minute interview exploring the applicant's motivation and their experiences with and attitudes toward people with disabilities. Final admission is based on a combined evaluation of academic performance from the submitted documents and the results of this entrance assessment.

This master's degree prepares students to analyze, design, and lead improvement processes in educational settings. The curriculum opens with foundational courses covering curriculum development, educational design, and electronic learning environments, alongside coursework on educational change, innovation, and effectiveness. Students also build research skills through a research seminar focused on ethics, along with dedicated courses in both qualitative and quantitative data analysis for educational research. Professional development and leadership form another core strand, preparing graduates to take on guiding roles within educational organizations. In the second year, students examine real-world case studies of change and innovation and study school improvement and policy, before completing an extended internship that provides hands-on experience in an educational setting. The program concludes with a thesis seminar and a choice between two thesis tracks: a standard master's thesis or a pre-doctoral trajectory designed for students considering further academic research.

Direct admission is granted to applicants holding a Belgian bachelor's degree in educational sciences, pedagogical sciences, adult education sciences, psychology, or social sciences. Applicants with a different bachelor's degree, or a degree from outside Belgium, have their file reviewed by an admission board, and are advised to provide additional evidence of educational expertise, academic and methodological proficiency, and relevant background. All applicants must submit a valid ID or passport, a recent photo, their higher education diploma, an official transcript of records, and proof of language proficiency; diplomas and transcripts not issued in English, Dutch, French, or German must be submitted in the original along with a certified translation. Applicants still completing their final year of study may apply using an official enrollment certificate confirming current enrollment, expected graduation date, and the title of the diploma to be obtained.

English language proficiency can be demonstrated through prior secondary or higher education conducted entirely in English, through secondary education completed within a Belgian community, or through one of several recognized test scores: a TOEFL iBT score of at least 79 with a minimum of 18 in each section for exams taken before January 21, 2026, or a score of at least 4.5 with a minimum of 4 in each section for exams taken on or after that date; an IELTS Academic overall band score of at least 6.5 with no component below 6.0; an ITACE result of at least B2 in four of its five components; or a Cambridge B2 First qualification with a minimum score of 170. Applicants with a Flemish secondary school diploma are exempt from this requirement for Dutch- or English-taught programs, and those with a Walloon secondary diploma are exempt for English-taught programs.

This program prepares students for work in educational and social contexts, focusing on pedagogy, psychology, sociology, and intercultural education. The curriculum includes courses in general and social education, child and adolescent development, research methods, inclusion, health and wellbeing, and educational planning. Students gain practical skills through labs and internships, and explore topics such as sustainability, diversity, and digital tools for education. The program emphasizes ethics, lifelong learning, and social policy. Graduates are equipped for roles in education, community outreach, and social services.

To be admitted to the program, applicants must hold a secondary school leaving certificate issued after 12 years of education and meet specific language requirements. The program is trilingual, with instruction in German, Italian, and English. At the time of admission, applicants must demonstrate B2 proficiency in two of the three languages; no prior knowledge is required for the third. To graduate, students must reach C1 in two languages and B2 in the third. Language proficiency can be demonstrated through school or university diplomas, recognized language certificates, or institutional exams. Students with no prior knowledge of the third language must attend intensive pre-semester language courses to begin their learning path.