Master of Arts in Education

The programme provides a fantastic opportunity to excel as a modern educator in an increasingly interconnected world and receive an evidence-based approach to navigating the opportunities and challenges present in education. It is updated with best-practice evidence and based on theoretical views and the most recent innovations in education.

Program Overview

Master of Arts in Education (MAEd.) covers social justice, democracy and participation; it involves a critical multi-disciplinary study and deepens your understanding of education globally. The program is ideal for those with a professional and personal interest in education, whether you are already in practice or aspiring to develop a career in education. It critically interrogates education policy, discourse and course in a supportive and stretching learning community. The learner can explore and analyse social, political, historical, philosophical and cultural issues in education.

Programme Structure – Rules and Modules

  • The award MA Education (MAEd.) requires 180 credits from all core modules (7521WEST, 7522WEST, 7523WEST, 7524WEST, 7525WEST, 7516ELED & 7517ELED).
  • Postgraduate Diploma Education award requires 120 credits from the following core modules (7521WEST, 7522WEST, 7523WEST, 7524WEST, 7525WEST & 7516ELED).
  • The Postgraduate Certificate Education award requires 60 credits from the following core modules (7521WEST, 7522WEST, 7523WEST, 7524WEST, 7525WEST & 7516ELED).

Quick Enquiry

Specialization Pathway



The module aims to provide students with:

  • A sense of the breadth of issues that concern philosophers of education and the range of views that philosophers of education have taken on these issues.
  • An introduction to essential debates and traditions within the philosophy of education as a discipline and how these relate to ongoing globalisation and social change issues. 

Learning Outcomes

After completing the module, the student should be able to: 

  • Demonstrate a critical understanding of some key debates and traditions within the philosophy of education.
  • Evaluate the relative usefulness of various philosophical perspectives on contemporary educational issues.
  • Outline your critical response to issues in education, globalisation and social justice, from a philosophical perspective.

CREDIT: 20  

To critically reflect on personal values, beliefs and assumptions to developing practice and the implications of relevant theory and research on students’ educational practice in various contexts.

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically explore theories and frameworks relevant to critical reflection and  transformative learning in the context of education and related contexts
  • Critically reflect on personal values and beliefs to evaluate practice and personal learning
  • Critically reflect on implications of reflexivity and transformative learning for future practice and research



The module aims to provide students with a critical understanding of the process of globalisation and the ability to critically reflect on the impact of globalisation on education and social justice.

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically review the concept of globalisation
  • Critically analyse the impact of globalisation on education and social justice in a variety of contexts
  • Deconstruct the relationship between education, globalisation, the nation-state and citizenship



Critically review the inter-relationship between education, society and culture across a variety of educational contexts

Learning Outcomes

After completing the module, the student should be able to: 

  • Critically analyse the influence of culture, multiculturalism and multilingualism in a local educational context
  • Critically appraise the issues and debates surrounding social processes and societal factors that influence participation in education
  • Evaluate how social and cultural factors influence individuals’ life-long learning and future life chances



The module aims to provide a critical perspective of different education systems within political, cultural, social and economic influences. The module also examines the sources and use of power within educational settings and investigates pedagogies for empowerment and transformation.

Learning Outcomes
After completing the module, the student should be able to: 

  • Critically evaluate different models of educational governance
  • Analyse power relationships within educational governance and provision
  • Recognise and reflect upon how educational governance is both influenced by and has an influence upon broader social structures and cultural practices



  • To provide opportunities for professionals in education to:
  • Further, extend their knowledge and understanding of practitioner research approaches in education
  • Develop an empirical evidence base for the analysis of theory and practice and the application of research methodologies appropriate to the nature of the identified area
  • Design, plan and construct a research proposal

Learning Outcomes
After completing the module, the student should be able to: 

  • Critically analyse research methodologies and methods suited to educational research
  • Examine the ethical dimensions of research practice
  • Critically reflect upon the intellectual and physical resource implications of effective research design
  • Critically explore the relevance of existing theory and evidence base to research design



  • To provide opportunities for professionals in education to expand knowledge and understanding of research methods in educational contexts.
  • To support professionals’ development to deliver a research project within an area of identified interest.
  • To develop, implement and complete an in-depth research-based investigation of a the defined area that has relevance to the professional education context.

Learning Outcomes
After completing the module, the student should be able to: 

  • Manage issues of research ethics and power following educational research ethical guidelines.
  • Critically analyse critical theoretical frameworks, policies and concepts in the literature around a chosen education focus.
  • Apply appropriate methodologies and research methods to an area of professional inquiry.
  • Synthesise data with the existing theoretical and evidence base to inform practice.

Qualification Structure

Target Award Learning Outcomes – Master Of Arts

A student successfully completing the programme of study will have acquired the following subject knowledge and understanding and skills, and other attributes.

A student who is eligible for this award will be able to:

  • Demonstrate systematic knowledge and critical understanding of theories and concepts appropriate to the study of education, globalisation and social justice.
  • Use knowledge of different philosophical views of education to inform the critical debate about its role in a range of national and international contexts.
  • Demonstrate a practical understanding of how research and inquiry techniques create an original interpretation of knowledge with the study of education, globalisation, and social justice.
  • Explore the implications of relevant theory, research and policy in educational governance and practice.
  • Demonstrate critical awareness of the role of educational policy and practice in addressing social justice issues in the globalised world.
  • Plan an appropriate investigative project that involves elements of education and globalisation as fields of study.
  • Synthesise ideas based on the study, reflection and experience to create responses to problems that expand or redefine existing knowledge.
  • Challenge own and others’ values and assumptions to promote socially just policy, and inclusive and ethical practice in education
  • Synthesise effectively and communicate the outcomes of a study in ways consistent with relevant academic conventions.
  • Critically examine educational policy and practice in complex and unfamiliar situations through systematic, ethical investigation.
  • Manage time effectively.
  • Demonstrate self-direction and originality in tackling and solving problems and the ability to act autonomously in planning and implementing tasks.
  • Identify dilemmas and ethical dimensions in complex and unfamiliar situations and acknowledge positionality in these contexts.
  • Analyse and critically evaluate data from various reliable sources to develop knowledge and critical understanding.
  • Using appropriate methods of investigation, research and present findings 


About Liverpool John Moores University

Liverpool John Moores University (LJMU), which initially opened as a Mechanics Institute in 1823, is now one of the largest higher education institutions in the UK.

The University has a long history of providing training, education, and research to the maritime industry, dating back to the formation of the Liverpool Nautical College in 1892. The institution grew over the centuries by converging and amalgamating with different colleges before eventually becoming Liverpool Polytechnic in 1970. It became a university under the Further and Higher Education Act 1992 and changed its name to Liverpool John Moores University (LJMU). 

LJMU’s academic partnerships include further education colleges, hospital trusts, public services, private companies, and universities in Europe, Asia, and the USA. It collaborates on world-leading research projects and study abroad opportunities for students. 

It is ranked 401 in the World University Rankings by Times Higher Education.

With a vibrant community of over 23,000 students from over 100 countries worldwide, 2,400 staff, and 250-degree courses, LJMU is one of the UK’s most significant, dynamic, and forward-thinking universities.

Educational Aims Of The Program

  • To provide a critical and analytical framework for students to engage with academic concepts, theories, debates, and research in the globally multidisciplinary education study.
  • To equip students with a critical awareness of key theoretical debates and issues, enabling them to develop an advanced understanding and an evaluative and ethical position concerning education and social justice issues.
  • To provide a range of learning activities and experiences as a critical context for intellectual development, enabling students to critically engage with research in a way that is applicable and relevant to their academic and practice context.
  • To enable students to reflect on and challenge their own and others’ values and assumptions to promote socially just policy and inclusive and ethical practice in education.

Entry Requirements

Mature Entry

Candidates are required to meet the following criteria as a minimum:

  • Have a first degree – classification, usually a minimum of 2.2 Honours or equivalent, of a UK university or equivalent overseas qualification; ideally in a relevant subject, e.g. Education, Social Policy, Childhood, Community Development, Health or International Studies.
  • Or

  • For non-standard entry, applicants need to demonstrate a comparable academic standard through past studies and 12 months of relevant work experience, along with a genuine passion and interest in the critical study of education in its broadest sense.
    IELTS score of 6.0 overall.

Applicants who have successfully completed a Postgraduate Certificate in Education (International) (PGCEi) with Unicaf as the approved Teaching Institution may be considered for advanced entry into the MA Education. The PGCEi would count as 60 credits towards the MA Education programme with exemptions for:

  • Competing Philosophies of Education (20 credits)
  • The Critically Reflective Practitioner (20 credits)
  • Education, Globalisation and Social Justice (20 credits)
  • Students will need to complete the following modules once they join the MA Education: Education, Society and Culture (20 credits)

Fee Structure

AED 28,000

Course Duration

1 Year

Awarding Body


Study Mode

Remote Learning
Hybrid Learning

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