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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 |
|---|---|---|
| 2013 | Dr. Wang explored ways in which language learning can be re-designed in a 3D gaming environment. Her research demonstrates that using a 3D gaming environment as a catalyst for change may provide language learners with opportunities to go beyond context boundaries. They can learn a target language without physically stepping out of their home countries. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2013 | Dr. Reimer studied primary education in Cambodia. She explored how village-level stakeholders understand and implement the dominant Western notions of formal education promoted in low-income countries. Her research demonstrates that intentional consideration of local cultural norms and values is essential for improving educational quality. | Doctor of Philosophy in Educational Studies (PhD) |
| 2013 | Dr. Armstrong developed a method of documenting problem posing patterns that emerge as small groups of students work collectively on a mathematics task. This research illuminates group work in school mathematics as a creative and improvisational process. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2013 | Dr. Ole Olson investigated the bereavement experiences of recent veterans with the Canadian and American military. This study captured the veterans' experience of the violent death of a close comrade , an experience which has the potential to create significant distress that is unknown to, and commonly misunderstood by others | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2013 | Dr. Doyle showed that library classification systems have harmful social and educational consequences for Indigenous learners. She demonstrated how Indigenous approaches to knowledge create new understandings of classification theory. These inform her framework for classification design to better serve Indigenous learners and all learners | Doctor of Philosophy in Educational Studies (PhD) |
| 2013 | Dr. Spector examined the concept of cosmopolitanism through theory, world events and literature. She argues that a cosmopolitan education is built upon hospitality to and responsibility for others in an increasingly interconnected and codependent world. This study increases philosophical understandings of what it means to be a human being. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2013 | Dr. Phelps examined forces of globalization as experienced by international doctoral students. She found that students pursue PhDs abroad to develop global assets that will advance their careers and other ambitions. Insights from this study may compel universities to become more responsive to the complex educational purposes of these students. | Doctor of Philosophy in Educational Studies (PhD) |
| 2013 | Dr. Oberle examined factors that relate to positive development and resilience in early adolescence. Her research showed that family, school, and community support are crucial for positive growth in youth. She also found that the social and emotional competencies of young adolescents are critically related to their academic success in school. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2013 | Dr. Johnston explored the experiences of women diagnosed with breast cancer and how they came to understand themselves & their self-identities post-diagnosis. The findings provide preliminary understandings of ways that counselling psychology research, theory & practice can expand to support the growing population of women living with breast cancer. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2013 | Dr. MacDougall investigated teaching and learning beliefs of art educators working in higher education. Informed by the philosophical work of Gilles Deleuze, he studied how art educators come to know what they know, and how they demonstrate that knowing in their teaching practices as they create meaningful learning encounters for their students. | Doctor of Philosophy in Curriculum Studies (PhD) |