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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 |
|---|---|---|
| 2017 | Dr. Lee studied how religion and spirituality matter in the consumer use, design, and engineering of media and technology. His research showcases how educators, makers, and hackers, articulate networks of theological values alongside technological creations, practices, and personal ways of being. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2017 | As educators we are asked to know ourselves in order to teach. Dr. Rego used a narrative approach to write her story of being a student and a teacher with mental illness. Her research is an invitation and a pedagogical tool for new teachers to look at their own stories and histories as they develop their educational practice. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2017 | Dr. Regmi examined how educational policy agendas recommended by the World Bank have influenced lifelong learning policies of Least Developed Countries such as Nepal. He found that the World Bank has promoted a neoliberal understanding of lifelong learning that has almost no potential in addressing the multifarious problems faced by these countries. | Doctor of Philosophy in Educational Studies (PhD) |
| 2017 | Dr. Wener examined her experiences as a facilitator at a creative writing organization for 'at-risk' young women. Using poetic inquiry, her findings reveal a need to get rid of the notions of 'fixing' and 'reforming' and speak to the problematic 'at-risk' label. This work sheds light on how poetry can be used to expand and work to change stigmas, policy, and pedagogy. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2017 | Dr. Maier studied the experience of therapists when providing counselling about the human journey of spiritual development. The results show how spiritual counselling looks for an enlivening thread in life and fits with counselling theory. Her research contributes to knowledge for psychologists about working competently with spirituality in clinical practice. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2017 | Dr. Pullman studied forms of inequality connected to educational outcomes in Canada. She examined the connection between education and employment, well-being, and values in ways that implicate social policy. Her research provides greater insight into how education functions as a mechanism of stratification in Canadian society. | Doctor of Philosophy in Educational Studies (PhD) |
| 2017 | Dr. Bennett explored how women cope with age-related changes to body function, health, and appearance. Women were accepting yet critical of their bodies, felt fear, shame, and guilt in relation to body decline, and used activity and healthy diet to maintain body function and health. The findings advance our understanding of later life body image. | Doctor of Philosophy in Kinesiology (PhD) |
| 2017 | Dr. Xiao studied the political emotion of pride through activists, artists, and educators of various Chinese heritages in Greater Vancouver. Discovering the power of pride in grassroots mobilization and public representation, his study has brought new depth to intellectual activism, identity politics, and cross-cultural learning. | Doctor of Philosophy in Educational Studies (PhD) |
| 2017 | Dr. Stein examined the colonial roots of the ethical and political challenges that arise in contemporary higher education internationalization efforts, and traced how these colonial roots shape contrasting ideas of global justice in this work. | Doctor of Philosophy in Educational Studies (PhD) |
| 2017 | Dr. Mumuni studied teacher practices in kindergarten classrooms, in Ghana. His findings revealed that teaching practices were developmentally appropriate, making learning meaningful through contextually relevant language of instruction, age-and culturally-appropriate learning materials, and the use of storytelling, traditional songs and traditional rhymes. | Doctor of Philosophy in Curriculum Studies (PhD) |