Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details
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 |
|---|---|---|
| 2009 | Dr. Jubas explored shopping as a site of adult learning about the politics of globalization, consumption and citizenship. She conceptualized learning as incidental and holistic, and employed multiple methodologies and methods. Her analysis illuminates how people come to know and respond to complex phenomena through their everyday experiences. | Doctor of Philosophy in Educational Studies (PhD) |
| 2009 | Using post-structural feminist and Jungian psychoanalytic theories, Dr. Gregor demonstrates how women's experiences might be understood through close readings of night dreams and reading literary text as dream. This study contributes to imaginative learning and critical feminist understanding of the hidden trauma in women's lives. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Binnendyk investigated the effectiveness of a behavioural feeding intervention that aimed to improve child eating and parent-child interaction during mealtime for families of children with developmental disabilities and feeding problems. Her study is the first in the feeding literature to document a transformation of parent-child relationships in family meals. | Doctor of Philosophy in Special Education (PhD) |
| 2009 | Dr. James studied how the automation of correspondence systems influences sustainability in information environments. Examining the mass production, dissemination, and control of unsolicited electronic mail, his research illuminates the complexities of excess information in order to critically understand online discourse, public expression and knowledge acquisition in the digital age. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2009 | Dr. Nordstokke demonstrated through the use of simulation that current tests for equal variances lack robustness of Type-I errors in many situations and introduces a new rank-based version of Levene's test for equal variances that is robust to severely-skewed population distributions. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2009 | Dr. Kim examined the language socialization experiences of Korean Canadian immigrant university students. The study revealed important challenges and needs of these students, often related to their variable competence in Korean and English, and it also highlighted the students' potentials as bilingual and bicultural individuals. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2009 | Dr. Nielsen studied the interface between what an individual understands about him or herself as a learner and a group context for learning in science classrooms. This research considered how individual metacognitive knowledge, skills and behaviors become consequential during group learning activity. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Szabo explored the complexities between identities, contexts and reflective processes and how it is that inquiry into these spaces are lived. Through an interdisciplinary view of nursing education she focused on the form and structure of social texts and their potential to manifest a wholly other organic approach to curriculum and instruction. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr Song explained with an integrated model of human abilities why and how gifted students and gifted students with learning disabilities are different from each other in terms of ability and feeling. The characteristics of different groups of gifted students were explained better by the model than by the major models that informed it. | Doctor of Philosophy in Special Education (PhD) |
| 2009 | Dr Komori developed an educational theory that would enable us to transform into ways of life that are not only ecologically/culturally sustainable, but also fulfilling and creative. He found that choosing simpler living could be a practical step toward such a sustainable life and society well in harmony with others. | Doctor of Philosophy in Educational Studies (PhD) |