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UBC’s Faculty of Education, one of the world’s leading education faculties, has served the local, national, and international education community through leadership in research, teaching, service and advocacy for more than 60 years. As the largest Faculty of Education in British Columbia, it plays a critical and influential role in the advancement of education in the province, shaping and participating in education’s possibilities and potential as a social good.
Today, the Faculty of Education creates conditions for transformative teaching, innovative learning, and leading-edge research guided by the highest standards of scholarship and the principles of collaboration, social justice, inclusion and equity. Offering undergraduate and graduate programs, as well as professional development opportunities, the Faculty of Education enrolls thousands of students each year on two campuses and ranks 10th in the world, according to QS World University Rankings (2021).
UBC’s Faculty of Education prepares more than 45% of the elementary and the majority of secondary educators in British Columbia, and a significant proportion of British Columbia’s school counsellors, administrators, special education professionals, and school psychologists. With more than 57,000 alum located in 100 countries, the UBC Faculty of Education truly is a global entity.
The Faculty of Education is home to four departments (Curriculum and Pedagogy, Educational and Counselling Psychology, and Special Education, Educational Studies, and Language and Literacy Education) and two schools (the School of Kinesiology and the Okanagan School of Education).
We provide outstanding research facilities for faculty and graduate students that promote leading-edge research. Our Education Library is a specialized resource with access to all of UBC’s research and special collections, including the X̱wi7x̱wa Library with materials produced by Indigenous organizations, tribal councils, schools, researchers and publishers.
The Faculty’s Education Research and Learning Commons at Ponderosa Commons features technology-enhanced teaching and learning spaces and also informal learning spaces. A number of faculty manage their own research labs, situated throughout campus.
Many of our PhD students have been selected as UBC Public Scholars and have received other honours.
https://ivet.educ.ubc.ca/Notable strengths are in literacy education and multilingualism; struggling and marginalized youth; Indigenous education, decolonization, and research; transformational program and curriculum design and inclusive pedagogies for schools, community organizations and higher education; sexual orientation and gender-identity inclusive education; social-emotional learning and well-being; autism; exercise physiology, socio-cultural aspects of health; neuromechanical studies; and multidisciplinary research in diversity, health, early childhood education, and digital media. The School of Kinesiology ranks 1st in Canada and 4th in the world by QS World University Rankings (2021).
UBC’s Faculty of Education is the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities Research Council (SSHRC). Additionally, the Faculty of Education is home to six Canada Research Chairs, one CIHR chair and nine donor-funded research chairs and professorships.
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
| Year | Citation | Program |
|---|---|---|
| 2020 | Dr. Alkouatli's research explored pedagogies for teaching Islam to children and youth. She discerned a three-part typography that engages with unique learner dimensions, the need for Canadian cultural relevance, and the importance of esoteric interactions. This research highlights new directions in Islamic education research and teacher education. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2020 | Dr. Eskandari investigated major ontological foundations related to the concepts of nature, environment, and ecology, focusing particularly on environmental education in a Shia Islamic village in Iran. Her findings offer insight into how we might reconceptualize and teach sustainability as a way of life grounded in contextual ethics and ontologies. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2020 | Dr. Wakefield studied home, school, and community beliefs about strengths and resources of culturally and linguistically diverse children and families. Stakeholders viewed cultural and linguistic diversity as both a challenge and an opportunity. This research informs both practice and policy to support young children's transition to school. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2020 | Dr. Forde examined the role that soccer clubs fulfilled in a particular township in South Africa during apartheid. The clubs offered spaces for resistance and political organizing; they also offered spaces for community support, solidarity, and joy. This research provides an understanding of how sport contributes to political and social change. | Doctor of Philosophy in Kinesiology (PhD) |
| 2020 | Dr. Asadian investigated the impact of involving patients and community members in the education of health professional students. Through years of practice in teaching, research, and evaluation, she has contributed to the understanding of ways to enhance education and learning. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2020 | Dr. Carter explored the variation between individuals in endurance exercise performance during acute exposure to altitude by examining the impact on the pulmonary vasculature. His findings show the effect of simulated altitude on sleep quality and athletic performance, as well as the role of sildenafil in endurance cycle performance. | Doctor of Philosophy in Kinesiology (PhD) |
| 2020 | Dr. Haggerty investigated the transitional experiences of multilingual writers socializing into the discourse practices of a Canadian university. Results point to a pressing need to re-consider the time needed and level of complexity involved in academic writing instructions in relation to linguistic, academic, and disciplinary needs. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2020 | Dr. Soth examined the impact of a quality assurance program on dental hygiene care in BC. She found that the new program had little or no impact on practice and that the business culture of the workplace negatively impacted participants' ability to implement patient-centered care. The findings have implications for practitioners and regulators. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2020 | Dr. McBride's research focused on women's experiences of wellbeing during the menopausal transition, shifting the discourse from a biomedical and pathology focused perspective to one of developmental growth and thriving. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2020 | Dr. Lutz examined the effectiveness of a group therapeutic model to support military veterans and first responders in their transition from active duty to civilian life. His research will inform the development of effective programs that will improve the quality of life for the men and women who have been in service domestically and abroad. | Doctor of Philosophy in Counselling Psychology (PhD) |