SEA offers two postgraduate diploma programs in education: The PGDE develops modern teaching and pedagogical expertise, while PGDEL focuses on school management and leadership skills.
The Postgraduate Diploma in Educational Leadership equips current and aspiring educational leaders with essential skills in instructional leadership, school management, and strategic planning. Spanning one year (24 credit hours, including a guided practicum), the program offers a comprehensive pathway for leaders aiming to impact school improvement and operational excellence. Graduates may choose to pursue the Master of Education in Educational Leadership, which builds upon this diploma, adding an additional year of advanced study focused on leadership in educational settings.
2 Semesters (1 Year)
24 Credit Hours.
A flexible learning program where all class sessions are live and the majority of the program is delivered online.
Qualifies as the first year of a Master of Education in Teacher Leadership.
SEA offers a 24 credit hour Level 8 Postgraduate Diploma in Education. This program is designed to provide both pre-and in-service teachers with pedagogical studies that develop the participant’s 21st-century competencies and enable them to be innovative educators. It engages the participants in a learning process that is both enjoyable and useful, even a life-changer.
The faculty are high-quality teacher educators with extensive experience and up-to-date scientific knowledge. During this program, participants acquire knowledge and skills that will help their whole community to flourish. Those who gain the most from this program will be the participant’s pupils and schools. The teachers who graduate from this program will have learned how to enjoy learning, and also, how to support the motivation and well-being of their pupils.
All applicants must meet established, clearly communicated minimum requirements to be considered for admission to, and maintain enrollment in, graduate studies at SEA. The application portal contains a list of required documents, application deadlines, application fees and a description of the application process and entry assessment. These items are reviewed annually and updated as required. The admissions rules and requirements stated in this section are the basis on which a prospective student’s application is assessed. Applicants should address all inquiries, requests for further information, and correspondence to the following contact details.
On successful completion of this program, the graduate will have the necessary knowledge, skills, 21st-century competencies, and life-long learning that future teachers shall need to successfully work in society.
On successful completion of this program, the graduate will have:
PLO1 Explain, apply and analyze the foundations of human learning, motivation and social interaction in complex familiar and unfamiliar educational contexts. PLO2 Demonstrate life-long learning competencies and entrepreneurship, including basic research and scientific literacy in the field of education, and promote thinking skills, metacognition and self-regulation in their students. PLO3 Develop and implement strategies for motivating students to engage in constructive dialogue and practices in the school context to participate in building a sustainable society together. PLO4 Design innovative learning environments based on contemporary educational research. PLO5 Problem-solve curricular issues and actively participate in curricular reforms collaboratively. |
All students must successfully complete the following courses in order to earn the postgraduate diploma:
Semester |
Courses |
First Semester(12 Credit Hours) |
Human Learning & Neuroscience This course offers candidates a deep understanding of the intricate relationship between neuroscience and the art of teaching, with a keen focus on understanding human learning in its entirety. Candidates will explore foundational concepts of learning and memory function, examining how brain research applies to diverse learning environments. A significant portion of the course is dedicated to understanding brain plasticity and its critical role in the learning process, emphasizing how factors like sleep, physical activity, and the arts influence cognitive development and learning efficacy. Incorporating socio-cultural theories, the course also delves into their practical applications in social settings, such as education–particularly in creating inclusive and effective instructional designs that cater to a variety of learners. Candidates will learn to foster critical thinking and creativity in their learners by leveraging insights from brain research, while also developing the skills to use digital tools creatively and effectively to enhance learning outcomes. A key component of the course involves integrating brain research into teaching practices, ensuring that the instructional strategies are not only diverse but also grounded in scientific evidence. Candidates will also acquire research skills vital for sourcing and utilizing evidence-based information, particularly from library databases, to continuously evolve their teaching methodologies. Student Motivation & Social-Emotional Learning This course equips educators with strategies to enhance student motivation and social-emotional learning. Focused on modern educational theories, it guides candidates in creating engaging, emotionally resonant learning environments. Key areas include understanding the role of emotions in learning, fostering student self-awareness and self-management, and developing skills for effective social interaction and group dynamics. Educators will learn to be influencers and facilitators, emphasizing autonomy, strength recognition, and goal-setting. The course also covers essential skills like active listening, responsible decision-making, and leveraging contemporary strategies and technologies for engaging student learning in various environments, including online. Candidates will gain insights into managing academic emotions, promoting positive group dynamics, and refining self-management within social-emotional contexts. This course provides a comprehensive toolkit for fostering a motivational, emotionally supportive, and interactive educational setting. Curriculum Design, Global Skills, and Future Competencies This course allows candidates to explore contemporary curriculum development, with a focus on the UAE context. Candidates will master digital teaching tools, evaluate their effectiveness, and advocate for their integration into education. They will understand global and UAE-specific curriculum research, connecting it to lifelong learning, sustainability, and innovative design. Candidates will support educational communities, assess curricula’s significance, and promote critical thinking, sustainability, and entrepreneurship. The course equips learners to design aligned instructional strategies, assess school readiness, and engage in collaborative projects. It emphasizes self-directed professional growth and the ability to critically evaluate educational knowledge in the age of AI and social media. Motivating Assessment This course is designed for educators seeking to enhance their understanding and application of assessment in the learning process. This course offers a comprehensive exploration of both formative and summative assessments, emphasizing the importance of aligning these with curriculum objectives to achieve learning mastery. Candidates will delve into the principles of constructive alignment in educational design and develop the ability to critically evaluate assessment quality based on criteria such as validity, reliability, standardization, and practicality. Through a blend of theoretical knowledge and practical skills, the course enables educators to implement diverse assessment methods tailored to curriculum needs, ensuring a seamless integration of teaching, learning, and evaluation practices. Key focus areas include the verification of assessment validity, the strategic use of feedback to enhance student learning, and the application of statistical analysis for insightful data interpretation. Moreover, the course equips educators with the competency to creatively motivate a diverse student body using tailored assessment tools and to defend educational assertions with robust, data-backed evidence. By the end of the course, candidates will be adept at not only designing and applying effective assessment strategies but also at visually presenting learning outcomes, preparing them to meet the dynamic challenges of contemporary educational environments. Teaching Practicum I The Postgraduate Diploma in Education (PGDE) at Sharjah Education Academy emphasizes a comprehensive practicum experience, allowing candidates to translate their academic learning into real-world classroom practice. This experience is distinct for pre-service and in-service teachers to cater to their unique needs. Pre-service candidates, who are in the process of becoming teachers, engage in an immersive practicum within a school environment. They are matched with an experienced mentor teacher, renowned for their effectiveness and adherence to UAE’s high teaching standards. This mentorship, complemented by supervision from a Sharjah Education Academy faculty member, enables pre-service candidates to enhance their teaching skills through observation, hands-on practice, and feedback, fostering their professional development. In contrast, in-service candidates, who are already teaching, utilize their current classrooms to integrate and demonstrate the application of new knowledge and techniques learned through the PGDE. Their practicum focuses on observing peer practices, refining their teaching methods, and adopting innovative strategies to foster professional growth within their educational settings. A faculty member of the Sharjah Education Academy is a mentor and supervisor. The practicum aims to provide a practical, engaging, and reflective learning experience, preparing candidates to become proficient and confident educators. It encompasses self-development, critical reflection, and the adoption of effective pedagogical strategies under the mentorship of seasoned professionals. To fulfill the PGDE requirements, candidates must complete two practicum courses, Teaching Practicum I and Teaching Practicum II in sequential order. Each course spans one semester and is overseen by a designated faculty member. For pre-service candidates, this includes coordination with schools for the assignment of a Guiding or Host Teacher, responsible for supervising the candidate’s practicum activities, ensuring a structured and supportive learning journey. |
Second Semester(12 Credit Hours) |
Motivating Assessment This course is designed for educators seeking to enhance their understanding and application of assessment in the learning process. This course offers a comprehensive exploration of both formative and summative assessments, emphasizing the importance of aligning these with curriculum objectives to achieve learning mastery. Candidates will delve into the principles of constructive alignment in educational design and develop the ability to critically evaluate assessment quality based on criteria such as validity, reliability, standardization, and practicality. Through a blend of theoretical knowledge and practical skills, the course enables educators to implement diverse assessment methods tailored to curriculum needs, ensuring a seamless integration of teaching, learning, and evaluation practices. Key focus areas include the verification of assessment validity, the strategic use of feedback to enhance student learning, and the application of statistical analysis for insightful data interpretation. Moreover, the course equips educators with the competency to creatively motivate a diverse student body using tailored assessment tools and to defend educational assertions with robust, data-backed evidence. By the end of the course, candidates will be adept at not only designing and applying effective assessment strategies but also at visually presenting learning outcomes, preparing them to meet the dynamic challenges of contemporary educational environments. Teacher as Researcher This course offers educators an immersive experience in action research that seamlessly integrates educational theory with pragmatic, problem-solving techniques. Predominantly oriented towards the educational sciences, the course places a strong emphasis on action research, guiding candidates through both quantitative and qualitative research methodologies. Educators will be trained to directly apply these methods in their classrooms, thus cultivating a dynamic, inquiry-driven learning atmosphere. The core of this course revolves around the concept of action research, empowering educators to pinpoint real-world educational challenges and to implement research-informed solutions through an iterative, reflective cycle. This approach underscores the development of skills in academic literacy, research design, data analysis, and evidence-based teaching strategies, all with a significant focus on practical implementation and ongoing enhancement. Candidates will gain expertise in evaluating information sources, conducting meaningful research, and effectively disseminating their findings. This course is uniquely tailored for educators who are passionate about employing research as a transformative tool in teaching and learning, propelling innovation and fostering positive change in educational environments. Teaching Practicum II The Postgraduate Diploma in Education (PGDE) at Sharjah Education Academy emphasizes a comprehensive practicum experience, allowing candidates to translate their academic learning into real-world classroom practice. This experience is distinct for pre-service and in-service teachers to cater to their unique needs. Pre-service candidates, who are in the process of becoming teachers, engage in an immersive practicum within a school environment. They are matched with an experienced mentor teacher, renowned for their effectiveness and adherence to UAE’s high teaching standards. This mentorship, complemented by supervision from a Sharjah Education Academy faculty member, enables pre-service candidates to enhance their teaching skills through observation, hands-on practice, and feedback, fostering their professional development. In contrast, in-service candidates, who are already teaching, utilize their current classrooms to integrate and demonstrate the application of new knowledge and techniques learned through the PGDE. Their practicum focuses on observing peer practices, refining their teaching methods, and adopting innovative strategies to foster professional growth within their educational settings. A faculty member of the Sharjah Education Academy is a mentor and supervisor. The practicum aims to provide a practical, engaging, and reflective learning experience, preparing candidates to become proficient and confident educators. It encompasses self-development, critical reflection, and the adoption of effective pedagogical strategies under the mentorship of seasoned professionals. To fulfill the PGDE requirements, candidates must complete two practicum courses, Teaching Practicum I (EDPG 8503) and Teaching Practicum II (EDPG 8504), in sequential order. Each course spans one semester and is overseen by a designated faculty member. For pre-service candidates, this includes coordination with schools for the assignment of a Guiding or Host Teacher, responsible for supervising the candidate’s practicum activities, ensuring a structured and supportive learning journey. Choice of: Preparing for the Teacher Licensure Exam During this course teachers learn about the UAE teaching standards and the UAE vision for the coming 50 years in education, with specific expectations pertaining to all teachers to implement a first-rate education system. The students will be exposed to the teaching license examination and prepare for the pedagogy exam. Followed by the subject’s exam as dictated by the MoE. The course will support preparation towards the license exam and is not a substitute for any qualification requirement as per the Ministry of Education requirement. or for students that have already passed the Exam Development Plan for the Future Participants are guided through the process of creating a comprehensive portfolio that showcases their certificates, diplomas, and the breadth of their knowledge, skills, and competencies relevant to the teaching profession. This portfolio serves as a foundation for each participant to reflect on their current expertise and to devise a strategic plan aimed at maintaining and enhancing their professional growth. Leveraging insights from relevant scientific literature, the course encourages participants to craft a detailed plan that not only supports their ongoing professional development but also aligns with their specific interests within the teaching field. As part of this course, participants will be given the opportunity to explore various areas of interest more deeply, enabling them to design a plan that propels them toward a higher level of understanding and expertise. This planning can focus on a variety of themes, including personal pedagogical development, leadership strategies for school management, initiatives for creating a more conducive learning environment, strategies for bullying prevention, approaches to foster the overall well-being of the school community, and the integration of sustainability and green values into the educational setting. Through this tailored approach, the course aims to equip participants with the tools and knowledge necessary to enact positive changes within their professional practices and educational environments. |
Track 1
For recent graduates with a BA or MA degree who want to enroll in the education system but don’t have formal training.
Focuses on pedagogical studies that develop the participant’s modern 21st century competencies.
Track 2
For teachers who are in service but don’t have the needed professional educational qualification.
Complements the in-service teacher’s previous education to update their knowledge, skills and competencies.
University City, Sharjah
United Arab Emirates
