Education

The course explores the purposes, substantive issues, and content of the primary social studies curriculum. It further examines innovative approaches to designing and implementing social studies curricula for primary schools.

This course provides an opportunity to apply the skills students acquire through their academic study to a project designed by a local company or community group in New Zealand, or internationally.

This course helps students consider the various international perspectives to be incorporated in the field of education. Examining literature and case studies, it attempts to tackle imminent issues such as poverty, demographic change, environment, war, and gender imbalance in the globalizing world. The course provides the opportunity to propose a plan for incorporating international perspectives to a country's education system using collaborative online international learning (COIL) as one of the formats.  

The course addresses the following topics: 

- Education as a means of national development
- Internationalization of education
- Literacy
- Gender equality
- Sustainable Development Goals (SDGs)
- Environmental education
- Intercultural competence
- Multicultural education
- ICT and education
- Collaborative online international learning (COIL)
- Education and development
- Education and peace

This course examines the trends, issues and opportunities of both local and international curricula in Social Science and Humanities Education. Contemporary learning models are introduced to pave the way for developing in-depth understanding of effective
pedagogies used inside and outside classroom. Attention will also be paid upon the discussion of using social resources to facilitate authentic and experiential learning. Key principles and measures in handling social controversial issues will be examined and elaborated. The ethics and responsibilities that Social Science and Humanities Education should shoulder will be discussed.

Gain insight into a variety of approaches to ensuring that children grow up healthy and with opportunities to become contributing members of society. The historical roots, current issues, and future challenges related to children’s well-being are addressed in this course by covering a broad spectrum of related topics, including family life, the influence of the turbulent 20th century on youth and education, regional and national differences in educational systems, preventive youth health care, public policy on social services and divorce support, parental leave, and daycare provision. Students also learn about alternative educational approaches, such as those developed by Maria Montessori, Rudolf Steiner, Célestin Freinet, and A. S. Neill. The course includes guest speakers and incorporates guest talks and site visits to relevant museums/exhibitions.

This course offers various perspectives on how to implement inclusive education in pre-school, school, and other relevant settings. Topics include: resource-based communication and mediation; strategies for early intervention; inclusion in pre-school and school; development of individual education plans; and structuring flexible curricula. The course develops skills in educational differentiation and in planning, implementing, assessing, and revising individual learning processes in group and class relations. 

This course focuses on mastering the concepts of creativity, learning, and innovation and how they are related. It introduces perspectives in different research traditions on learning and creative processes in individuals, groups, schools, organizations, and cultures. The course also covers design-based research methods used in studies of creativity, learning, and innovation in education, culture, and business sectors. There is a focus on practical group activities such as planning, leading, and evaluating creative processes.

This course is an overview of theoretical constructs and practical applications of leadership. Through readings, videos, assignments, and purposeful experiential missions, the course guides students in developing individual approaches to effective leadership. It provides a bridge between the Mexico and Sacramento halves of the program and has the following objectives:

1. To stimulate meaningful reflection for the participants in the Leadership in Social Justice & Public Policy program
2. To introduce and examine historical, philosophical, and theoretical perspectives of leadership
3. To explore practical applications of leadership theories
4. To assess and strengthen leadership skills and abilities
5. To understand how social identities influence leadership

Understand the basic laws of the interaction process between "learning" and "teaching"; master the psychology of students and teachers, master the general laws of students' physical and mental development, and the general laws of teachers' growth; be able to memorize and understand the principles of learning The nature, process and basic conditions of general learning, and master the general rules of individual learning. Master the basic principles of instructional design.

To enable learners to better understand the psychology of students and teachers, love teaching, care about the overall development of students, and invest more emotions in teaching.
To be able to consciously apply the educational psychology theory and knowledge learned in the practice of international Chinese education. Specifically: to be able to use the knowledge of educational psychology to explain actual teaching activities and designed educational teaching activities.

Educational psychology is a science that studies the basic laws of the interaction between learning and teaching through scientific methods. The content of educational psychology courses is organized around the process of interaction between learning and teaching, including learning psychology, teaching psychology, student psychology and teacher psychology. Four major parts. After taking this course, students should be able to understand and master the relevant theories of educational psychology, and should be able to consciously apply what they have learned to international Chinese education or other related teaching practices.