Master of Arts in Education major in Curriculum and Instruction

Overview

The Master of Arts in Education major in Curriculum and Instruction with thesis, introduced in 2014, is designed for teachers, trainers, and other professionals from various field of specialization who intend to become experts in designing, implementing, and evaluating a curriculum in the basic, secondary, and tertiary education.

Specifically, the MAEd-CI program focuses on imbuing pre-service teachers, in-service teachers, and other professionals with theoretical groundings, practical knowledge, and research skills through the program’s varied delivery modes. 

Through this program, the students will master core subjects in teaching and learning, policies in the national education system, and curriculum development and management.  The degree will be awarded upon completion of 36 units or 1944 hours of coursework including Thesis 1 and 2.

Please click or tap on the sections below for more detailed information about the MAEd-CI program.

  • Pre-Service teachers: Newly graduated students with a degree course on teacher education who aspire to specialize in curriculum development and instruction implementation for employment or academic growth.
  • In-Service Teachers: Those who are already in the teaching and training workforce but would like to specialize in curriculum development and instruction implementation for academic growth or develop expertise.
  • Professionals from Various Fields of Specialization: Students who graduated in any four-year college degree course can apply for the program granted that they will be taking the Teacher Certificate Program (TCP) as a bridging program as a requirement for admittance.

The IE-GS seeks to develop research-oriented professionals with an articulated philosophy of education, committed to a life of service for the development of the country in general and learning communities. Specifically, these include:

  1. Effective teachers who are prepared to take on leadership roles in educational institution;
  2. Educational planners and managers who contribute to the growth and improvement of the educational system to address challenges of diverse cultures;
  3. Competent teachers updated in current trends and methods in teaching multicultural settings;
  4. Special education teachers capable of organizing and managing facilities for persons with disabilities;
  5. Physical education managers equipped with advanced knowledge and skills in teaching, administering, and evaluating PE and sports programs;
  6. Creative and efficient educators who use competency and outcomes-based standards and other alternatives modes of instruction delivery, equipped with skills in research, publications, and blended educational technology;
  7. Globally-oriented teachers capable of establishing partnerships and linkages with fellow educational leaders both local and international; and
  8. Service-oriented and environment-conscious educational practitioners who are committed to establish optimum development of the community through community service guided by the ethical practice of the teaching profession.


Upon successful completion of the MAEd-CI program, students are expected to:

  1. Integrate adeptly the theories and principles governing curriculum assessment and development in research- based outputs.
    Courses that contribute: EDUC 242, EDUC 243, EDUC 245, EDUC 252
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity
  2. Develop research-oriented curricular programs for schools and the national education system.
    Courses that contribute: EDUC 243, EDUC 248, EDUC 244, EDUC 245, EDUC 251, EDUC 252, EDUC 254
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity, Professionalism
  3. Evaluate curricular programs of schools and the national education system.
    Courses that contribute: EDUC 243, EDUC 248, EDUC 244, EDUC 245, EDUC 252, EDUC 254
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity, Professionalism
  4. Develop inclusive and research-oriented instructional systems for basic, secondary, and tertiary education schools.
    Courses that contribute: EDUC 242, EDUC 243, EDUC 248, EDUC 244, EDUC 245, EDUC 252, EDUC 254
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity, Professionalism
  5. Evaluate instructional systems for basic, secondary and tertiary education schools.
    Courses that contribute: EDUC 242, EDUC 243, EDUC 248, EDUC 244, EDUC 245, EDUC 252, EDUC 254
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity, Professionalism
  6. Produce research-based outputs to address issues and gaps central to curriculum and instruction.
    Courses that contribute: EDUC 242, EDUC 243, EDUC 248, EDUC 244, EDUC 245, EDUC 252, EDUC 254, MA 240, MA 241
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity, Professionalism, Persuasive communication, Responsible digital citizenship
  7. Publish scholarly outputs on curriculum and instruction in indexed journals.
    Courses that contribute: EDUC 242, EDUC 243, EDUC 248, EDUC 244, EDUC 245, EDUC 252, EDUC 254, MA 240, MA 241
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity, Professionalism, Persuasive communication, Responsible digital citizenship
  8. Present scholarly outputs on curriculum and instruction in local and international conferences.
    Courses that contribute: EDUC 242, EDUC 243, EDUC 248, EDUC 244, EDUC 245, EDUC 252, EDUC 254, MA 240, MA 241
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity, Professionalism, Persuasive communication, Responsible digital citizenship


Upon completion of the program, graduates can be employed as training and curriculum specialist, content and curriculum specialists, instructional design writer, curriculum designer and developer, consultant, and education supervisor. 

Likewise, the student can proceed to a doctorate program in curriculum and instruction.

Program curriculum

This master’s degree program is composed of 12 courses or 36 units on theories and principles of education, curriculum and instruction, and principles of research which are applied in designing, implementing, and evaluating curricula and lessons for basic, secondary, and tertiary levels. 

In the program, students will delve deeper into the current issues and trends in the national and international education systems and its impact to curriculum development and implementation through scholarly outputs. This exploration trains students to become experts in the field and prepares them to work alongside school administrators in improving the current education system in the country.

The students’ learning and progress will culminate with a research output in Thesis 1 and 2 which are scaffolded by lecture series, round table discussions, and masterclasses in the duration of the masterate program.

Teaching and Learning Approaches

The graduate studies program of the Institute puts premium on in-depth and adequate knowledge and understanding of academic and theoretical frameworks which are translated into research- based academic tasks.

This specialized nature of the program prepares the students to become thinking teacher professionals as they collaborate and co-construct knowledge by investigating educational and societal trends and issues using different disciplinal lenses, frameworks and paradigms.  Specifically, the program will be delivered using the following modes:

To address the distinct needs of the graduate studies, the courses are designed for the learners to collaborate and con- construct knowledge with their colleagues and professors through research- based activities.  This approach is rooted on the learning paradigm of the university where critical, reflective, and creative thinking is fostered. 

Through this approach, the students explore and investigate educational and societal trends and issues using different disciplinal lenses to make sense of the different perspectives and make connections of their learnings on different courses. In addition, students develop the capacity to understand concepts in multiple viewpoints and the ability to integrate these viewpoints into a broader conceptual framework of analysis. 

The courses are delivered using a combination of face-to-face and online discussions using the learning management system or Canvas. Face-to-face discussions are done on a designated class schedule, while the readings, videos, and other learning materials are made available in the learning management system. Likewise, extended assessments and discussions are given through Canvas.

The courses are taught using the combination of the two modes where students will be given opportunities for mentorship through various supplementary activities in the department. The students will also work with their fellow graduate studies students and faculty members through consultations and discourses.  

Assessment and Research

The completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the professor and the students for the semester. The program makes use of research- based outputs and community and field exposures as forms of assessments. These course outputs prepare students for the comprehensive examination and thesis writing towards the end of the program. 

The comprehensive examination measures the students’ ability to synthesize their learning throughout the program through a publishable research or an empirical essay.

This same research or essay can be expounded further in writing their thesis, which is a final requirement for awarding of the degree. Through these assessments, students will be trained to produce quality publishable research papers and will enable them to understand and appreciate research as a way of life in the teaching profession.


The university offers various scholarship programs for teachers from the government and private institutions as well as alumni of FEU.

Institute of Education

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Mr. Harold John Culala

OIC-Dean, Institute of Education

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