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UBC’s Faculty of Education, one of the world’s leading education faculties, has served the local, national, and international education community through leadership in research, teaching, service and advocacy for more than 60 years. As the largest Faculty of Education in British Columbia, it plays a critical and influential role in the advancement of education in the province, shaping and participating in education’s possibilities and potential as a social good.
Today, the Faculty of Education creates conditions for transformative teaching, innovative learning, and leading-edge research guided by the highest standards of scholarship and the principles of collaboration, social justice, inclusion and equity. Offering undergraduate and graduate programs, as well as professional development opportunities, the Faculty of Education enrolls thousands of students each year on two campuses and ranks 10th in the world, according to QS World University Rankings (2021).
UBC’s Faculty of Education prepares more than 45% of the elementary and the majority of secondary educators in British Columbia, and a significant proportion of British Columbia’s school counsellors, administrators, special education professionals, and school psychologists. With more than 57,000 alum located in 100 countries, the UBC Faculty of Education truly is a global entity.
The Faculty of Education is home to four departments (Curriculum and Pedagogy, Educational and Counselling Psychology, and Special Education, Educational Studies, and Language and Literacy Education) and two schools (the School of Kinesiology and the Okanagan School of Education).
We provide outstanding research facilities for faculty and graduate students that promote leading-edge research. Our Education Library is a specialized resource with access to all of UBC’s research and special collections, including the X̱wi7x̱wa Library with materials produced by Indigenous organizations, tribal councils, schools, researchers and publishers.
The Faculty’s Education Research and Learning Commons at Ponderosa Commons features technology-enhanced teaching and learning spaces and also informal learning spaces. A number of faculty manage their own research labs, situated throughout campus.
Many of our PhD students have been selected as UBC Public Scholars and have received other honours.
https://ivet.educ.ubc.ca/Notable strengths are in literacy education and multilingualism; struggling and marginalized youth; Indigenous education, decolonization, and research; transformational program and curriculum design and inclusive pedagogies for schools, community organizations and higher education; sexual orientation and gender-identity inclusive education; social-emotional learning and well-being; autism; exercise physiology, socio-cultural aspects of health; neuromechanical studies; and multidisciplinary research in diversity, health, early childhood education, and digital media. The School of Kinesiology ranks 1st in Canada and 4th in the world by QS World University Rankings (2021).
UBC’s Faculty of Education is the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities Research Council (SSHRC). Additionally, the Faculty of Education is home to six Canada Research Chairs, one CIHR chair and nine donor-funded research chairs and professorships.
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
| Year | Citation | Program |
|---|---|---|
| 2022 | Dr. González explored science teachers' assessments. He found that when teachers know more about scientific models and have more years of teaching experience, they engage in student assessment more often and use a wider array of strategies. These results have implications for science teacher education and their teaching with models. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2022 | Dr. Hare's arts-based research examined how educators draw on what they are feeling in their bodies to navigate teaching sexual health education. The findings showed how sex educators balance ever-shifting knowledge, realities, and priorities in uneasy but stable ways. The study offered valuable insights for improving pedagogy and practices. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2022 | Dr. Rahal studied the process of designing educational technology with educators. Several factors that facilitate and/or hinder the design process were identified and explicated in his study. The study also contributed methodological guidelines on generating valid and reliable knowledge in participatory design research. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2022 | Dr. Brant-Birioukov developed a Mohawk discourse of renewal within curriculum studies. By attending to ancestral knowledge in relation to estrangement and homecoming, she argues for the re-centering of Indigenous knowledges in educational theory and methodology. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2022 | Dr. Abrar-ul-Hassan researched the role of instructors, who were working in public and private postsecondary institutions located in the Lower Mainland, British Columbia, as assessors in English for Academic Purposes (EAP) programs. His research contributes to the understanding of EAP assessment practices in a Canadian context. | Doctor of Philosophy in Teaching English as a Second Language (PhD) |
| 2022 | Dr. Ruest's mixed methods study examined the Canadian interprovincial student exchange's impact on adolescents' intercultural development. His research indicates the exchange contributed to participants' intercultural growth, highlights the key role of relationships and offers important suggestions for improving the benefits of exchanges. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2022 | Dr. Moanakwena studied the language and literacy skills hairdressers used in a Botswana salon. Contrary to policy notion that English is used in vocational education and work, hairdressers engaged a mixed English and Setswana code in the salon and the training college illuminating the need for training to incorporate workplace linguistic realities. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2022 | Dr. Mazabel collaborated with university instructors to foster students' self-regulated learning in undergraduate science courses. Her study contributes to theory and research about how inquiry-focused professional learning and instructor-led pedagogical innovations can enhance the quality of teaching and learning in postsecondary settings. | Doctor of Philosophy in Special Education (PhD) |
| 2022 | Dr. Fritzlan studied elementary mathematics teachers' experiences of relationship with community and place in the Lower Mainland of BC. Her work illuminates practices of developing culturally responsive ways of reaching out to families, examining socio-cultural values embedded in curriculum, and making connections with cyclical patterns of place. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2022 | Dr. Moore developed new theory to explain the nature and causes of a phenomenon among Japanese-English bilinguals in which they distance themselves from their Japanese first language and culture. Terming the phenomenon first language dissociation, he identified a complex set of psychological and social factors that contribute to its emergence. | Doctor of Philosophy in Teaching English as a Second Language (PhD) |