Unique in the Irish context, in this programme - which rests on the principle that problems encountered in diverse learning environments may be usefully informed by psychology - we offer graduates of all relevant undergraduate disciplines the opportunity to study the rapidly developing field of the psychology of education. Put simply, we’re interested in what can go right, what can go wrong, and what we can do to help, in educational settings.  

This course is for you if you are interested in exploring how psychology can inform and support the work of those working in education. Given its emphasis on the individual in familial, educational, and societal contexts, the course is expected to be of particular appeal to those who approach, or are interested in deepening their knowledge of, concerns and issues in education from psychological and broader community and society perspectives. So, whilst this list is not exhaustive, and is made in no order of priority, we would expect to receive applications from: 

• Educators (e.g., teachers, lecturers, teaching assistants, principals, deputy principals, Special Needs Assistants, support staff in educational settings); 

• Members of teaching, management, or support staff in alternative educational settings; 

• Professionals who support the educational environment (e.g., home-school-community liaison teachers, welfare officers, early intervention and school age professionals, school counsellors, school psychologists, psychotherapists, adult and educational guidance counsellors); 

• Members of community or civic organisations; 

• Patron body representatives; 

• Parents, guardians, and supporters of learners. 

Applications from that resident in Ireland and from international applications are equally welcome.

Pathway Co-ordinators: Dr Ciara Molloy 

Module 1 - The Psychology of the Individual (10 ECTS) 

When: Semester 1 

The aim for this module is to introduce the student to the foundational concepts in the psychology of education (e.g., models of the person) as related to lifespan development (e.g., continuity and change, determinism, models of development) and individual differences (e.g., personality, intelligence). Where appropriate, exemplars of historical and contemporary issues will be explored.    

Learning outcomes: 

On successful completion of the module students should be able to:   

• Demonstrate a systematic understanding and critical awareness of key concepts in developmental and individual difference psychology, including cognitive, emotional, and psychosocial development, as they relate to education  

• Apply psychological theories, such as those of Piaget, Vygotsky, and Erikson, to analyse and address contemporary challenges in educational contexts, reflecting practical expertise in developmentally informed practices 

• Evaluate the role of individual differences, including personality, intelligence, and motivation, in the context of managing change and innovation in educational settings  

• Critically reflect on and apply psychological research methodologies to explore relevant educational challenges, incorporating both qualitative and quantitative approaches  

• Construct well-organised presentations and written analyses that communicate psychological insights to specialist and non-specialist audiences, effectively integrating theoretical and applied perspectives 

Module 2 - The Individual in the Family (10 ECTS) 

When: Semester 1 

This module explores Bronfenbrenner’s bio-ecological systems theory as a framework for understanding the development of individuals within family and educational contexts. It examines the multiple interconnected layers of influence, from the immediate settings of the microsystem, such as family and school, to the broader societal influences of the macrosystem. Particular attention is given to the temporal and transitional aspects of development, as outlined in the chronosystem, and how these dynamics shape individuals over time. The module covers key theoretical perspectives, including psychodynamic and systemic approaches, alongside Bronfenbrenner’s model, to analyse family function and dysfunction. Students will critically engage with classic and contemporary understandings of attachment, family systems theory, and the implications of social, cultural, and policy factors on family dynamics. Through this module, students will gain the ability to apply these theoretical frameworks to practical challenges in family, educational, and societal settings. 

Learning Outcomes: 

On successful completion of the module students should be able to:   

• Demonstrate a systematic understanding and critical awareness of Bronfenbrenner’s Ecological and Bio-ecological Systems Theory, including its evolution and the PPCT model, as foundational concepts in developmental psychology 

• Apply Bronfenbrenner’s frameworks to analyse and address real-world challenges in early childhood education, family dynamics, and other developmental contexts, showcasing practical expertise in applying psychological theory  

• Critically examine the role of adverse childhood experiences and intergenerational trauma within developmental processes and their implications for educational practice and policy  

• Investigate how educational and social phenomena, such as bullying and cyberbullying, can be interpreted and addressed using Bronfenbrenner’s theories in educational settings 

• Synthesise insights from Bronfenbrenner’s legacy to critically reflect on the broader understanding of families and individual development, effectively communicating these ideas to both specialist and non-specialist audiences 

Module 3 – The Individual in Educational and School Community Contexts (10 ECTS) 

When: Semester 2 

The Individual in the Educational and School Community Contexts - deepens students’ appreciation of the role of educational (both schools, and school communities) contexts in development. Following an introduction to the application of social psychological principles, this will be undertaken by looking at a variety of issues that affect staff and students in schools (as well as the broader school community) and school-aged people, such as bereavement, bullying, cyberbullying, and how these challenges can be effectively responded to. A further aim is to help candidates critically reflect on the professional, legal, moral, and ethical responsibilities of those who work in educational contexts 

Learning Outcomes: 

• Critically evaluate the role of educational settings and their broader communities in individual development, applying social psychological principles to understand the interconnected influences of schools, families, and societal factors  

• Analyse contemporary challenges in educational contexts, including bereavement, separation, divorce, harmful social media content (e.g., anti-feminist, white supremacist content), and relationships and sexuality education, demonstrating practical understanding of their impact on staff and students 

• Examine inclusive approaches, such as Universal Design for Learning, and the needs of individuals with Intellectual Disabilities, reflecting critically on their application within educational policies and practices 

• Evaluate effective strategies for addressing sensitive social and psychological challenges in educational settings, integrating an understanding of professional, legal, moral, and ethical responsibilities 

• Synthesise insights from social psychological research to develop and communicate informed approaches to educational challenges, effectively engaging both specialist and non-specialist audiences  

Module 4 – The Individual in Broader Societal and Temporal Contexts (10 ECTS) 

When: Semester 2 

This invites discussion and provides insights into diverse perspectives on the human experience within the wider societal, educational, and temporal frameworks that shape our understanding of individuals. A key component of this exploration involves examining the contrasting approaches to research, knowledge, and intervention presented by mainstream and critical alternatives to psychology. Additionally, we will explore broader societal issues such as trauma-informed education, digital literacy, policy development, and more, emphasising their impact on individuals and communities. 

Learning Outcomes: 

On successful completion of the module students should be able to:   

• Critically analyse how societal, educational, and temporal contexts influence and shape human experiences and behaviours, demonstrating a systematic understanding of current problems and developments in education and related fields  

• Compare and evaluate mainstream and critical psychological approaches to research, knowledge, and intervention, applying critical awareness to identify strengths, limitations, and new developments in these approaches. 

• Examine the impact of societal issues such as trauma-informed education, immigration, and policy development on individuals and communities, reflecting on the practical implications for curriculum, leadership, and change management  

• Integrate theoretical insights from psychology and related disciplines with practical applications to address real-world societal and educational challenges, demonstrating expertise in managing change and innovation in educational settings  

• Reflect critically on the interplay between individual experiences and broader societal structures, synthesising insights to develop and communicate effective research-informed approaches to both specialist and non-specialist audiences  

Assessment info

Timeline