University of St Andrews - Online

MSc/PGDip/PGCert in Digital Education - Distance Learning

The modules in the programme have varying methods of delivery and assessment.

The modules listed are indicative; there is no guarantee they will run for January 2026 entry, and some elements may be subject to change.

The following modules are compulsory on the MSc and PGDip programmes. If you are studying for the PGCert, you can choose any four modules from this list or from the optional list, subject to timetabling restrictions.

Compulsory modules

• Action Research and Reflection for Education Practitioners: provides a learning experience in which students can reflect on concepts and theories they have studied in the past and connect them with individual educational contexts, and explores the combined value of reflection and action research, providing a means for educational practitioners to understand their educational contexts and to plan responses to challenges in these contexts.
• Contemporary Issues in Digital Education: is aimed at teaching and professional staff who support learning and wish to further their understanding of and engagement with the use of digital technologies. The module is designed to allow participants to step back from the delivery of digital education and develop an understanding of the contexts, philosophy, and ethics of teaching online through examination of a variety of different stakeholder perspectives. The module will also provide participants with the skills they need to critically evaluate technologies and integrate them appropriately into their practice.
• Education and Researching: explores different research methodologies and critically evaluates quantitative, qualitative, and mixed method approaches. It will help students understand the features of a rigorous research question in education, as well as consider how to design, pilot, and reflect on the effectiveness of different data collection instruments. Students will be taught and given the opportunity to practise different approaches to data analysis. The module will also include guidance and discussion on the different ethical considerations when conducting educational research, as well as the important stages in writing up the dissertation.
• Online Programme Design: presents the key theories of learning and teaching as well as the principles that underpin online programme design. In addition to this, you will learn about digital content creation, how to build a sense of community in online teaching and learning contexts, and about assessment and evaluation in the online world. You will be given the opportunity to identify and conceptualise these aspects of online teaching and learning within your own professional contexts.
• Technology for Teaching: introduces students to the principal theories, concepts, and practices of technology in education. The key focus is on the application of technology, and students will examine various classroom and online uses. Participants will critically consider the role and purpose of various modes of technology in education in a wide range of settings, be encouraged to identify and conceptualise problems within their own professional contexts, and develop creative and informed responses which utilise technology. Students will also develop project management and communication skills.

Optional modules

Those on the MSc and the PGDip programmes will choose three modules from the following list. If you are studying on the PGCert, you can choose any four modules from this list or from the compulsory module list, subject to timetabling restrictions.

• Assessment and Evaluation in Education: provides students with a detailed understanding of the key concepts and theories behind different methods of assessment and evaluation in education. It will help you to examine the rationale for different types of assessments and assessment designs. You will make links to learning on other modules and examine the theory underpinning test construction and marking, in particular test validity and the role of criteria in assessment.
• English Medium Instruction (EMI): With the rapid development of the internationalisation of education, English is being used as the medium of instruction in an increasing number of educational institutions, from university down to primary school and even kindergarten. This is a complex situation, and it is having a significant impact on teaching and learning worldwide, affecting both students and educators. EMI has therefore become a significant component of the study of postgraduate education as the roles of stakeholders are constantly evolving. This module will provide students with an understanding of the controversies of English as an international language for academic study and the complexity involved in speakers of any language teaching and learning in a second language.
• Leadership and Management in International Education: asks students to think critically about the purpose, importance, and understanding of key concepts and theories of educational leadership in higher education. To this end, the module will begin by exploring what educational leadership is and the qualities of an effective leader in educational settings in the 21st century. It will then introduce and consider relevant theories and principles underlying practice in educational leadership. In order to demonstrate an awareness of the contextual nature of leadership, the module will examine the contributions from international leadership perspectives in a number of different global contexts. Students will be encouraged to analyse and discuss questions and issues arising from the study in line with their own practice and experience in both written and verbal communications.
• Linguistics for Language Teachers: equips you with the skills required to describe and analyse language. It does not assume prior knowledge of linguistics and seeks to introduce you to selected fundamental concepts relevant to English language teaching. You will acquire appropriate terminology and techniques in the analysis and description of grammatical terms and structures.
• Organisational Development in International Education: you will learn about key theories of organisational development as well as their practical application to an educational setting. Students will explore organisation diagnosis, leading change and organisation culture, and will be given the opportunity to reflect and critically apply the organisation development interventions to international settings.
• Teaching Young Learners: explores theories of child development and learning which are fundamental to the understanding of child second language acquisition, namely children aged 4 to 7, 8 to 11, and 12 to 18. Child psychology has to be taken into account in the development of teaching materials, teaching styles, and classroom management. There is also a practical element to the module, in the form of tasks requiring you to create lesson plans and materials to share with your peers, to apply theory to practice.
• Trends and Policies in International Education: aims to raise awareness and enable reflection on the key trends and policies in international education. It provides students with the opportunity to examine the impact that these trends and policies have on standing pedagogical structures and the dialogues they create within the field of intercultural pedagogy. Against this backdrop, the module will encourage students to assess the impact that the decisions they make as leaders, or may go on to make as potential leaders within the field of international education, have on the stakeholders within their context of work.

Optional modules are subject to change each year and require a minimum number of participants to be offered.

Dissertation (MSc only)

Only those on the MSc programme are required to submit a dissertation.  

For the dissertation, you will choose a topic of interest to you and to your future career. You will read related literature and conduct independent research on your topic.

Student dissertations will be supervised by IELLI staff members. Supervisors will provide guidance throughout the research process, helping you to formulate a suitable research hypothesis. They will offer advice on relevant literature and how to plan your time effectively.

Digital Education graduates are equipped with a range of skills and experiences which allow them to take on a variety of roles relating to the planning or delivery of digital education, such as Educational Technologist or Digital Education Developer.

Staff in IELLI have a wealth of teaching and leadership experience in education, in a range of locations globally. They are active in using their international networks and experience to support and advise students on future career development.

Current teaching staff have taught, or held educational leadership roles, in Australia, Bulgaria, China, Finland, France, Hong Kong, Hungary, Ireland, Italy, Japan, Kazakhstan, Kuwait, New Zealand, Nigeria, Poland, Portugal, Saudi Arabia, Slovenia, South Africa, South Korea, Spain, Thailand, Turkey, UAE, UK, USA and Vietnam.

Digital education is a rapidly expanding field, and it is becoming crucial to the delivery of education in all contexts. There is therefore a growing need for practitioners to explore in depth the various concepts, opportunities, and challenges associated with delivering education digitally.

This programme will provide both a theoretical underpinning and an opportunity to consider the practical applications of digital education.

Choose your course

These flexible courses allow you to choose the path that best suits your ambitions. You can:

• achieve either an MSc, PGDip or PGCert qualification, or study a single module
• study on campus in St Andrews or online
• start in September or January

Master of Science (MSc)

This is a part-time course that you can complete in between two and five years. The MSc requires you to take eight modules and complete a 15,000-word dissertation.

Postgraduate Diploma (PGDip)

This is a part-time course that you can complete in between two and four years. The PGDip requires you to take eight modules. Those on the PGDip do not undertake a dissertation.

Postgraduate Certificate (PGCert)

This is a part-time course that you can complete in between one and two years. The PGCert requires you to take four modules of your choosing. Those on the PGCert do not undertake a dissertation.

Modular route

You may choose to study a single module rather than study for a whole qualification. Students may apply to study any of the modules offered. Please apply for a PGCert and specify in your Personal Statement which single module you would like to apply for. 

Highlights

• Benefit from both theoretical insights and practical understanding thanks to the collaborative delivery of the programme by academic staff and digital education practitioners.
• The programme allows for flexible part-time study while working.
• 20% of each module grade is derived from an online group-written interactive Forum. This enables students to interact with and learn from a wide variety of students both in St Andrews and around the world.
• There is no live teaching, so you can study in your own time, to suit your own lifestyle and commitments.
• Assessment is by coursework, and in many modules, it enables students to tailor the nature of the assessment to their particular interests and apply theory to real-world scenarios.
• Attend an optional two-week summer school in St Andrews focusing on dissertation preparation, and providing the opportunity to experience living and studying in St Andrews.

The number of taught modules you will take depends on whether you are studying for the MSc, PGDip or PGCert. Those on the MSc and PGDip will take five compulsory modules plus three optional modules. Those on the PGCert will take four modules of their choice.

You will study each module for five weeks.

In each module, you interact online in a weekly written discussion forum with other postgraduate students in St Andrews and around the world, providing the opportunity to learn from peers living and working in a wide variety of contexts.

This programme does not include any teaching practice.

The University of St Andrews operates on a flexible modular degree system by which degrees are obtained through the accumulation of credits.