Cost for the full program
A Doctor of Science in Education (DScEd) is an advanced degree that prepares students to become educators, researchers, or administrators in the field of education. The DScEd is focused on the science of teaching and learning, using evidence-based research and cutting-edge educational theory to create effective educational policies, programs, and practices. This degree program is designed for current educators or individuals looking to pursue a career in higher education or education research.
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Take your career to the next level and lead a meaningful change in your school, organization, or community.
Our EdD program is designed to accommodate international students by offering coursework in both English and Spanish. Whether you are fluent or learning, rest assured you can can count on us.
Students in this program will take courses in educational leadership, research methodology, instructional design, and curriculum development. Graduates of the DScEd program have the skills and knowledge to lead and manage educational programs, conduct educational research, and apply evidence-based practices to improve student learning outcomes. This degree can open doors to advanced positions in academia, government, and industry.
The Doctor of Science in Education focuses on offering specialized training in educational research, focused on fundamental academic and research nuclei, supported by innovative theoretical and methodological approaches from the following emphases:
10 Credits
This seminar rigorously develops the identification, delimitation, and formulation of the doctoral research problem. It addresses relevance, originality, and feasibility criteria, as well as the identification of knowledge gaps in complex educational contexts. It guides the construction of research questions and the scientific, social, and academic justification of the study, ensuring alignment with the selected emphasis.
3 Credits
This seminar critically examines the main research paradigms in education (positivist, interpretive, critical, and emerging), focusing on their epistemological, ontological, and methodological foundations. Students develop a coherent research stance aligned with their doctoral project.
2 Credits
This seminar analyzes the historical evolution of pedagogy and didactics, addressing theoretical traditions, key scholars, and educational transformations. It enables understanding of the conceptual foundations underlying contemporary educational practices.
3 Credits
This seminar focuses on the initial development of the student’s selected emphasis, aligning the specialization area with the research problem. It promotes contextualization of the dissertation topic and conceptual construction of the research focus.
10 Credits
This seminar guides the development of the state of the art through systematic literature review. It develops skills in analyzing, synthesizing, and arguing relevant research background.
3 Credits
This seminar explores quantitative, qualitative, and mixed-method approaches and research designs in education, ensuring alignment between objectives and methodology.
2 Credits
This seminar analyzes classical and contemporary pedagogical models and their impact on teaching and learning processes in diverse contexts.
3 Credits
This seminar deepens the selected emphasis in alignment with the research background and conceptual framework, strengthening theoretical foundations.
10 Credits
This seminar develops the theoretical and epistemological framework of the study, articulating concepts, theories, and analytical categories supporting the research.
3 Credits
This seminar addresses research in general and subject-specific didactics, analyzing its application across disciplines.
2 Credits
This seminar develops conceptual and methodological foundations of didactics, focusing on teaching-learning processes.
3 Credits
This seminar consolidates the emphasis in alignment with the theoretical and epistemological framework.
10 Credits
This seminar structures the methodological framework, defining analytical categories, variables, and research strategies, ensuring coherence between approach, method, and objectives.
3 Credits
This seminar analyzes educational assessment and learning outcomes from a research perspective, considering contemporary models of evaluation and quality.
2 Credits
This seminar examines the curriculum as a central element of education and a field of research, addressing its design, implementation, and evaluation.
3 Credits
This seminar aligns the emphasis with the methodological design of the doctoral project, strengthening applied coherence.
10 Credits
This seminar focuses on designing and validating research instruments, implementing interventions, and developing data collection strategies, ensuring methodological rigor.
3 Credits
This seminar analyzes teacher education and its relationship with contemporary pedagogical models, considering current trends and challenges.
2 Credits
This seminar addresses pedagogical, technological, and didactic strategies in virtual learning environments, promoting educational innovation.
3 Credits
This seminar strengthens the emphasis in the applied phase, integrating partial findings and preliminary analysis.
10 Credits
This seminar guides the development of conclusions, discussion of findings, and preparation for the doctoral defense, ensuring academic rigor.
3 Credits
This seminar analyzes learning styles from different theoretical perspectives and their impact on education.
2 Credits
This seminar integrates learning styles with the STEAM approach, promoting innovative and interdisciplinary educational models.
3 Credits
This seminar concludes the emphasis development process, fully aligned with the doctoral dissertation and its final defense, consolidating the student’s academic contributions.
12 Credits
The doctoral research internship is an academic placement in a national or international institution aimed at strengthening the dissertation project through engagement with scientific communities and access to advanced research environments. During this experience, doctoral candidates undertake activities such as deepening the theoretical framework, refining the methodological design, validating research instruments, analyzing data, and producing scholarly outputs. It also fosters participation in specialized seminars, collaborative work with research groups, and the development of academic networks. This experience significantly enhances the quality, relevance, and internationalization of doctoral training.
Our Doctorate in Education program is designed for distinguished educators and academic professionals seeking to advance as thought leaders, researchers, and innovators in the field of education. Through five specialized concentrations, candidates engage in rigorous scholarly inquiry, applied research, and strategic analysis aimed at addressing the complex challenges shaping modern learning environments. Grounded in academic excellence and a personalized approach to doctoral development, the program equips graduates with the expertise to influence educational policy, lead institutional transformation, contribute original research, and foster meaningful advancement across local and global educational systems.
This seminar critically examines the epistemological foundations underlying contemporary educational policies, analyzing the relationships between knowledge, power, ideology, and decision-making in education. It explores theoretical frameworks guiding policy formulation, implementation, and evaluation, fostering a complex understanding of educational systems in global and local contexts.
This seminar addresses contemporary debates in educational management, focusing on institutional transformation processes in contexts of social, technological, and cultural change. It analyzes leadership, governance, innovation, and change management models from a critical and forward-looking perspective.
This seminar examines the complex interactions between the state, market, and educational systems, analyzing their influence on equity, quality, financing, and governance. It promotes a critical understanding of educational policies across multiple scales.
This seminar analyzes dynamics among educational actors, institutions, and power structures, understanding education as a political, social, and cultural field. It encourages reflection on agency and institutional tensions in educational practices.
This seminar explores contemporary challenges in educational policies within rapidly changing contexts, emphasizing research as a strategic tool for decision-making and educational management.
This seminar reflects on future educational scenarios in contexts of uncertainty and complexity. It examines concepts such as liquid modernity, innovation, and institutional adaptability, projecting new forms of educational management.
Explores educational research from interdisciplinary perspectives, addressing emerging and boundary fields of pedagogical knowledge. It promotes innovative research approaches linking theory, practice, and transformation.
Critically analyzes truth, neutrality, and objectivity in educational research, examining their epistemological implications.
Examines contemporary trends in educational research across global, regional, and local contexts.
Analyzes research challenges related to educational actors and institutions in evolving contexts.
Reflects on current research agendas and their potential for pedagogical transformation.
Addresses the complexity of contemporary educational phenomena, promoting integrative research approaches.
Analyzes diversity as a central concept in contemporary education, addressing inclusion and equity.
Explores theoretical debates on diversity and inclusive school coexistence.
Examines global, regional, and local trends in diversity studies.
Reflects on otherness and inclusion challenges in education.
Analyzes crisis contexts and proposes new perspectives for school coexistence.
Examines emerging diversity challenges in contemporary education.
Analyzes epistemic debates on teaching across macro and micro levels.
Examines contemporary curriculum theories and their relation to didactics.
Analyzes the influence of policies on curriculum and teaching.
Reflects on student-centered educational design.
Addresses the need for creativity and innovation in modern classrooms.
Explores future education scenarios and evolving teaching roles.
Reflects on emerging technologies in education.
Analyzes AI from theoretical perspectives in education.
Examines the relationship between technology and policy.
Explores new interactions between people and technology.
Analyzes strategies for integrating AI in education.
Examines the disruptive impact of AI on education.
To be admitted to a degree program, students must meet the below requirements and need to follow the steps outlined below to provide evidence of such eligibility. An orientation course must be completed before an admitted student can enroll in the first course of the program.
Applications must be submitted online at uted.us
For a limited time only, our $50.00 non-refundable application fee is waived.
From all undergraduate and graduate institutions attended
Admissions requirements for the Doctor of Science in Education are listed below:
The institute will provide online education utilizing the Educativa LMS (Learning Management System), which has become one of the top LMS companies delivering online education to students, to support and deliver the online educational programs. With Educativa LMS, UTE is able to create a flexible and accessible online learning environment and support students throughout their academic journey.
Moreover, the flexible and powerful features of Educativa LMS helps students think creatively, learn collaboratively, and reach their full potential. As the University strives to establish effective communication with every student, Educativa LMS allows UTE to easily provide student feedback, support collaborative learning, and host discussions via forums, wikis, and video conferencing.
Additionally, the Institution offers LIRN, the Library and Information Resources Network, a hosted on-line library service featuring academic search capabilities. The LIRN® collection provides students with access to peer-reviewed and full-text journal, magazine, and newspaper articles, e- books, podcasts, audio, and video resources to support their academic studies.
The University is located at 2010 NW 150 Ave, Suite 213, Pembroke Pines FL 33028. The administrative office is comprised of 777 sq ft, which includes 4 administrative offices. This space is occupied by on-site Florida staff personnel who maintain the office and student records for all UTE students and personnel. UTE provides its instruction solely through distance education methods.
A credit hour is typically defined by one hour per week of in class instruction, plus another two hours of study outside of class. A credit hour consists of a minimum of fifteen (15) hours of instruction, plus a reasonable period of time outside of instruction which the institution requires a student to devote to preparation for learning experiences, such as preparation for instruction, study of course material, or completion of educational projects.
UTE will not accept transfer of credits from another program from another post-secondary institution. Students will enroll from the beginning of a course or program.
The transferability of credits you earn at UTE is at the complete discretion of an institution to which you may seek to transfer. Acceptance of the credits you earn in the educational program from UTE is also at the complete discretion of the institution to which you may seek to transfer. If the credits that you earn at this institution are not accepted at the institution to which you seek to transfer, you may be required to repeat some or all of your coursework at that institution. For this reason, you should make certain that your attendance at this institution will meet your educational goals. This may include contacting an institution to which you may seek to transfer after attending UTE to determine if your credits will transfer.
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