Research methodology refers to the systematic process of planning, conducting, and analyzing research studies to investigate phenomena, answer research questions, or test hypotheses. It encompasses the techniques, strategies, and procedures employed by researchers to gather, interpret, and evaluate data in a rigorous and reliable manner. At its core, research methodology serves as the roadmap for conducting research, guiding researchers through the various stages of the research process. This includes defining the research problem, reviewing relevant literature, selecting appropriate research methods, collecting data, analyzing findings, and drawing conclusions.

The course covers the fundamental texts of the Lebanese Constitution related to education, school administration, control modes, the school pact, compulsory education, with multiple decrees and texts simultaneously organizing teaching in pre-school, basic education, secondary and university, and management of education. Upon completion of the course the students will have acquired skills in the relevant laws, decrees, diplomas and educational systems and become familiar with the Official Bulletin of Education and the Official Journal, the Education Code and any appropriate form of structure.

This course is designed to provide students with a foundational understanding and practical skills in the field of instructional design. The curriculum covers the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is focused on the analysis of learning needs and goals, and the development of a delivery system to meet those needs. Students will engage with key concepts such as learner analysis, task analysis, and content sequencing. They will explore various instructional design models, such as ADDIE (Analysis, Design, Development, Implementation, and Evaluation), SAM (Successive Approximation Model), and more contemporary approaches that integrate technology and multimedia. Through a combination of theoretical discussions, case studies, and hands-on projects, students will learn to create effective, efficient, and appealing instructional materials. They will also examine the role of instructional technology in designing learning experiences and consider issues related to accessibility and usability.

This course offers a comprehensive examination of the principles and methods of curriculum development, analysis, and design within the field of Education Sciences. Aimed at master's students, this course delves into the theoretical foundations of curriculum theory, the practical aspects of curriculum development, and contemporary challenges in the design of curricula that meet diverse educational needs. Students will engage critically with various curriculum models and frameworks, assess curriculum effectiveness, and explore innovative approaches to curriculum design that incorporate inclusive practices and integrate the latest educational research. The course will cover topics such as needs assessment, learning objectives formulation, content selection, instructional strategies, and the use of technology in curriculum design. Through a blend of lectures, discussions, case studies, and project-based learning, students will develop the skills necessary to analyze existing curricula and design coherent, relevant, and effective curriculum plans for a variety of educational contexts.

This course is designed for Master’s students in Education Sciences who seek to integrate technology into their teaching practice effectively. The course provides an in-depth look at how digital tools and resources can be used to enhance educational outcomes. Students will explore a range of educational technologies, including learning management systems (LMS), educational software, multimedia resources, and online collaborative tools. The curriculum covers the selection, integration, and evaluation of technology in various teaching and learning environments. Emphasis will be placed on designing technology-enhanced learning experiences that are pedagogically sound and tailored to diverse learners. The course will also address critical issues such as digital equity, ethical considerations in the use of technology, and strategies for professional development in educational technology. Through a combination of theoretical exploration and practical application, students will develop the skills to critically assess and implement technology solutions in education. They will engage in hands-on activities, collaborative projects, and reflective practice to become proficient in using technology to support and transform teaching and learning.

This course provides an overview of educational administration principles and practices tailored specifically for the field of physical education and sport. It explores the theoretical foundations, organizational structures, leadership roles, decision-making processes, and legal issues relevant to administering educational programs in physical education and sport settings. Students will examine case studies, engage in discussions, and develop skills essential for effective administration within educational institutions focused on physical education and sport.

Educational Finance for Physical Education and Sport is designed to provide students with an understanding of financial management principles as applied to educational institutions focused on physical education and sport. The course covers topics such as budgeting, funding sources, resource allocation, financial planning, and fiscal accountability specific to the context of physical education and sport programs. Students will analyze case studies, engage in hands-on budgeting exercises, and develop skills necessary for effective financial management in educational settings related to physical education and sport.

This course explores theories, principles, and practices of educational leadership and management specifically tailored for the context of physical education and sport. It focuses on developing leadership skills, understanding organizational dynamics, strategic planning, and effective management strategies within educational settings related to physical education and sport. Emphasis is placed on fostering leadership capabilities and managerial competencies essential for promoting excellence and innovation in physical education and sport programs.

This course delves into the principles and practices of quality assurance within educational contexts, specifically tailored to the field of physical education and sport. It examines methodologies for assessing and improving the quality of educational programs, curriculum, teaching, and learning experiences in physical education and sport settings. Through case studies, discussions, and practical exercises, students will explore strategies for ensuring high standards of excellence and effectiveness in educational delivery and outcomes.

The course offers students a unique opportunity to bridge theory with practice in the dynamic field of educational administration. Through hands-on experiences within educational institutions specializing in physical education and sport, students immerse themselves in the daily operations of administrative tasks, leadership roles, and decision-making processes. Under the guidance of seasoned administrators, they navigate the complexities of budgeting, policy implementation, and stakeholder engagement, gaining invaluable insights into the inner workings of educational organizations. By actively participating in projects, workshops, and reflective exercises, students not only enhance their practical skills but also cultivate a deeper understanding of their own professional aspirations within the realm of educational administration. This immersive internship experience serves as a cornerstone in their journey toward becoming competent and effective leaders in the field of education, ready to tackle the challenges and opportunities that lie ahead.

This course examines current trends, emerging issues, and best practices in educational assessment and evaluation. Students will explore the theoretical foundations, methodologies, and practical applications of assessment and evaluation in educational contexts. Emphasis will be placed on understanding the purpose, design, and implementation of various assessment methods, as well as interpreting and using assessment data to inform decision-making and improve educational outcomes. Key topics include the role of assessment in teaching and learning, principles of measurement theory, ethical considerations in assessment practices, and the impact of assessment policies and practices on educational equity and social justice.

This course explores the principles, practices, and challenges of fostering inclusivity and embracing diversity in educational settings. Through a combination of theoretical exploration, case studies, and practical application, students examine how issues of identity, culture, power, and privilege intersect with teaching and learning. Topics include understanding diversity in its various forms, exploring social justice concepts, examining biases and stereotypes, and implementing inclusive teaching strategies. Students engage in critical reflection, collaborative dialogue, and experiential learning to develop the knowledge, skills, and dispositions needed to create equitable and affirming learning environments for all students.

In the first part, the content of this course will focus on the comparison between the different educational systems of the world (French, American, Australian, Chinese, Japanese, etc.). Students will be prepared to understand the basic concepts related to this area and to analyze, through the stages of its evolution, the factors that led to its emergence and expansion. They will, likewise, be initiated to understand the current trends in comparative research through several thematic studies, with the aim of establishing criteria for comparison. In the second part, the course covers the comparison between the different educational styles and systems in Arab countries, in order to identify divergence and convergence. This viewpoint will place Lebanese students in relation to the regional educational contexts and give them the opportunity to compare them with the Lebanese educational context.

This interdisciplinary course explores the intersection of neuroscience and educational theory and practice. Drawing upon principles from neuroscience, psychology, and education, this course examines how advances in our understanding of the brain can inform teaching and learning strategies in educational settings. The course begins with an overview of foundational neuroscience concepts, including brain anatomy, neural networks, synaptic transmission, and neuroplasticity. Students will explore the neural mechanisms underlying key cognitive processes such as learning, memory, attention, and motivation.

The course explores the intersection of social-emotional competencies and effective leadership practices. Grounded in research and theory, this course equips students with the knowledge, skills, and strategies needed to foster personal growth, cultivate positive relationships, and lead with emotional intelligence in diverse contexts. Through a blend of theoretical study, experiential learning, case analyses, and practical applications, students will examine the role of social-emotional skills in leadership effectiveness. Topics covered include self-awareness, self-regulation, empathy, interpersonal communication, conflict resolution, collaboration, and ethical decision-making. Additionally, students will explore various leadership theories, models, and styles, with an emphasis on understanding how social-emotional competencies contribute to successful leadership outcomes.

This course coaches trainers who act in the context of the establishment and the institutional functioning of the educational training activities: supervision, coordination, training of teachers. It introduces to the students, the future trainers, the principles of the trainer function, namely to learn how to perform the study of training requests of any kind, how to analyze the needs, define the objectives of training, implement training plans and how to organize materially and educationally internships. This work will largely depend on the attitude, behavior and motivation of the trainer, analyzed in the course in light of data as of the training of trainers. Undeniably, and before considering the ways implemented, which change according to every difficulty, it is notable that the trainer verifies his motives and those of teachers and elucidates his formative project to further his method towards the goals he sets himself.

This course deals with the orientation as a deeply interactive operation among secondary school students and further throughout the school as well as at every stage of the orientation process through exploration and discovery of trades. This presupposes to enrich their performances of professional prospects and uncover business lines, not only through data sheets and job profiles, but also discovering what this profession is in the labor market, through observation and simulated professional integration in the course and as from approximation of training towards the working world. The orientation will be taken as a process of transition from school to working life. The orientation will be taken as a process of transition from school to working life. The course also presents the major international referral mechanisms and the role of orientation professionals, based on a reflective approach from which students will make informed choices.

This course provides students with educational coaching and intervention principles among teachers, aiming at developing professional expertise of the latter and help them succeed in school practices. The intervention of a trainer in a group of teachers in training will take a controlling character that can be accomplished through professional gestures and pedagogical actions in the field of the phenomena related to the time of teaching or animation properly so called, its specific constraints (didactic situations), its specific job (working methods) and its specific instruments (teaching techniques). It is also helping teachers to provide tools to edit and arrange them according to their practice and eventually invent new ones best suited to their goals and needs.

The psych sociological training involves primarily the person's training, allowing each teacher to develop his formative potentialities in educational relations, such as: the relationship trainer-trained or teacher-learner, the relationship in the group (class group, in particular), relations in the institution (children, colleagues and management), and relations outside the institution. Such training must restore, even so, consciousness to teachers of their fundamental role in the future of individuals and institutions. Priority is given to the creation of a group living environment for everyone to feel comfortable and be able to get involved in both relationships and debates to investigate problems of training and their solution. It must further promote the flow of information so that all group members possess the necessary elements for their reflection, enable decisions necessary for the group action, to use all means appropriate to facilitate the course of trade.

This course will focus on the supervision and pedagogical coordination produced from the educational and administrative needs of educational institutions and from the objectives targeted by the managers of these institutions, the directors, executive board and teaching staff. The discussed sub themes will also focus on the competencies and the different functions of the coordinator as a trainer, evaluator, manager of education and a member of the teaching staff; as well as on its relations with those responsible for the cycle and the director of school. Techniques and working methods articulating theory and practice will be analyzed at these levels, to focus on interpersonal relationships in the school and the management of learning.

The course has two components: 1-A psychosocial approach to disability and social representations of disability: this part of the course focuses on the experience of a handicap that the psychology interprets and envisions the consequences over the individual, his life, his personality as well as on the different ways to respond. The social representations of disability determine the relations of social performers with the disabled person. The flap develops the main types of social representations: a) the representations that underlie and are underpinned by concepts that classify disability, b) the social representations, sources of exclusion, rejection, refusal of differences, c) the performances that bring to disability technical, human, physical and institutional aids, d) the representations that reduce the suffering affects which falls on the handicapped, e) the representations that integrate disability to the child. 2-A psycho-cognitive approach to disability: self-regulation and dysregulation in the mentally deficient person: diverse approaches of regulatory processes falling within psychology and developmental psychopathology, psychology of learning and cognitive psychology are elaborated in this course. Self-regulation is seen as a skill and as a result of learning. The impaired person, who cannot seem to manage, entails the concept of hetero-regulation, i.e. a control process carried out by another person.

The course is designed as a professional practice of coaching people with SEN. It has two components: 1-Citizenship of the person with special educational needs expressed in: a) knowledge promoting the skills of mentally deficient person; b) standardization that can induce behaviors which bring the person with disabilities from the "norm" and adapt the person to the environment; c) social participation or inclusion which is a Twofold Dynamics: from the side of the person with disability and that of the environment in relation to the person. 2- Body and Communication, Theatre, Music, Plastic Arts; (Workshop of your choice) The student in training can choose a component and work on it. The work is designed in the form of artistic workshop that allows the person with disabilities to express and communicate. It is a form of support to learn to accompany people with special educational needs in their desire to express themselves and flourish since their mental disabilities often deny other forms of expression such as dialectics, the writing or sometimes just the word. The objective of the workshop is to help the trainee to: a) make Art a way that helps the person with special educational needs to restore self-image, b) become familiar with the different adapted techniques that empower the individual with special educational needs to master his behavior, to refine his temperament, to reduce anxiety, demote hyperactivity and identify the possibility of deviant behavior.

The course focuses on the relationship between motor skills, mind, and emotions and promotes the overall approach of the child. It deals with the concepts and principles of theoretical and practical bases (games, exercises, techniques, postures), enabling them to: a) develop a good body scheme; good laterality; a perception of time and space, b) discriminate psychomotor disorders and their causes; c) prepare the prerequisites of all learning; and d) knowledge.

The course focuses on the appropriate educational process for people with special educational needs: a) the knowledge to teach, how to understand and apprehend them, b) didactic aspects and situations, c) the organization of optimal conditions teaching / learning to enable students to develop the knowledge and skills and access to culture. The steps to be implemented are: a) a reflection that examines the nature and meaning of teaching / learning and which is responsible for showing the relationship between the student and the knowledge and the relationship between the specialized teacher and didactics; b) an analysis of transpositive process is conducted to highlight the reference to knowledge, knowledge to be taught and the knowledge taught, c) development of the type of mediation to offer to the student in his acquisition of knowledge.

The course focuses on the brain's constitution and its various functions, on new research related to the human brain and the development of the child at all levels (cognitive, affective, psychomotor, etc.). The course provides an understanding of brain dysfunction and its effects in some children with special educational needs: memory impairment, attention disorder, behavior disorder (ADHD), dyslexia, dysgraphia, dyscalculia, etc.

The course focuses on several aspects across various universities, as seen in the descriptions from different programs. Here's a summary of what these courses typically cover: Emerging Technologies: Courses often explore the potential of emerging technologies in education, engaging students in the creation of innovative learning environments. Technologies such as virtual reality (VR), augmented reality (AR), and 3D modeling/printing are commonly included, with a focus on hands-on experience in developing digital artifacts like VR content or 3D printed objects​​. Instructional Design and Development: Instructional design principles and strategies for integrating technology into the classroom are central to these courses. Topics might include project-based learning, social network learning, and technology-supported project-based learning, emphasizing real-world application and the development of instructional units​​. Technological Applications in Education: Some courses specifically focus on the application of technology in educational settings, including online teaching and learning, multimedia instructional units, and the administration of technology programs. These areas cover a wide range of instructional design theories, models, and real-world problem-solving approaches​​. Special Topics: Courses may also delve into specific areas such as learning analytics, neurotechnologies in education, assistive technologies for neurodiverse learners, and grant writing. These topics reflect the diverse applications of technology in education and the ongoing research and development in the field​​.

This course is crafted to immerse students in the theory and practice of creating educational animations and videos. The course will cover a range of topics from the fundamentals of storyboarding and scripting to the technical aspects of animation creation and video editing. Students will explore various animation styles and video production techniques that can be used to create engaging and pedagogically effective content for diverse learning environments. Students will learn to use industry-standard software tools for animation, such as Adobe After Effects, and video production, such as Adobe Premiere Pro. The course will also examine the role of visual storytelling in education and how to tailor video content to different learning outcomes and audiences. Ethical considerations, copyright laws, and the use of open-source materials will be addressed as well.

The course explores the intersection of artificial intelligence technologies and educational practices. Here's a hypothetical course description for such a program: "AI in Education" is a cutting-edge course designed for master's students in Educational Technology that delves into the integration, impact, and ethical considerations of Artificial Intelligence (AI) in educational settings. This course provides an in-depth exploration of how AI technologies are transforming the landscape of learning and teaching. Students will examine AI-driven educational tools, personalized learning through adaptive learning systems, AI in classroom management, and the use of data analytics to inform educational decisions. Throughout the course, students will engage with core topics such as machine learning algorithms, natural language processing, and educational data mining. The curriculum aims to equip students with the skills to critically assess AI applications in education and develop insights into how AI can support, enhance, or potentially disrupt traditional and digital education models.

This course provides a comprehensive examination of Learning Management Systems (LMS) and their role in educational settings. Aimed at graduate students in the Educational Technology program, the course explores the design, implementation, and evaluation of LMS such as Canvas, Blackboard, Moodle, and Schoology. Students will engage in both theoretical and practical aspects of LMS, understanding their impact on instructional design, student engagement, and educational outcomes. Participants will gain hands-on experience in creating and managing digital content, assessments, and collaborative learning environments within these systems.

This course provides Master students with practical experience in the administration of educational institutions. Through an internship placement, students will engage in real-world scenarios within educational administration settings. Emphasis is placed on developing skills in leadership, decision-making, communication, and problem-solving within the context of educational administration.

It constitutes a very important part of the Master in which the student puts into practice the theoretical and methodological teachings received within the framework of the different U.V. The research dissertation is designed gradually over the 4 semesters of the Master. In semester 1, the student trains to formulate a problem and submits a preliminary study project on his future research subject (relating either to the beginning of experimentation or observation or to a practical presentation of the field). In semester 2, the research project that will give rise to the dissertation must be specified, in particular through interviews with the thesis director. About one hundred pages, it is validated during an oral defense. It includes a presentation of the approach, methodology and program of the proposed research. The criteria chosen will be the originality of the project, its feasibility, its coherence with the field of the Master.