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An official master's degree that provides you with the tools and specialised knowledge to understand, analyse and address the educational needs of each student, from a psycho-pedagogical perspective. Study at Spain's No. 1 university in terms of employability (U-Ranking 2023, BBVA Foundation). Improve your scale for the Teacher or Secondary School Civil Service Examinations. Limited places.
In collaboration with:
3000 students
every year who enter the teaching profession or improve their chances of finding the job they are looking for.
83% Employability
thanks to practical training, connected to the reality of the classroom and oriented to your incorporation in the educational environment.
1000 training centres
where you will connect with your future professional environment and participate in real projects with educational institutions.
With the distance-learning Master’s Degree in Educational Psychology, you will gain a deeper understanding of teaching by promoting personalised learning for each student, addressing their difficulties from different perspectives such as psychology and neuroeducation.
At UAX, you’ll be supported at all times by professional tutors and advisers, and you’ll be able to undertake your work placement at over 700 public, private and state-subsidised schools, as well as specialist centres.
Furthermore, by studying this official Master’s in Educational Psychology, you will gain specific qualifications that will add points to your mark in the competitive examinations for primary and secondary school teaching posts.
In Catalonia, this Master’s degree will be recognised as equivalent to the Guidance specialisation within the Master’s in Teaching, provided you hold the required qualification.
The Official Master’s in Educational Psychology (online) will prepare you to understand and transform teaching and learning processes from a holistic perspective, based on the latest advances in neuroscience, educational psychology and inclusive methodologies.
You will be trained to analyse the needs of different groups, design personalised educational responses and apply innovative solutions that make a real impact on people’s lives.
Furthermore, you will be able to specialise in specific contexts such as care for the elderly or the hospital setting, broadening your career prospects.
It delves into teaching from innovative approaches such as educational psychology, neuroeducation and inclusive education.
It participates in educational inclusion projects with the NGO Achalay, promoting the integration of people with intellectual disabilities into the labour market and training.
He masters teaching techniques such as agile learning, aimed at making the training process more dynamic and adapting it to different contexts and profiles.
Choose between two specific mentions: Psychopedagogical Care for the Elderly or Hospital Psychopedagogy, to adapt your professional profile to different fields of intervention.
Improve your scale by adding points in the Teacher or Secondary School Examinations.
Enhance your teaching practice by understanding learning through the lens of neuroeducation. This micro-credential equips you to analyse students’ cognitive, emotional and behavioural processes, identify potential difficulties at an early stage, and apply evidence-based inclusive teaching strategies in the classroom.
Transform the way you work with generative artificial intelligence. This micro-credential empowers you to apply tools like ChatGPT, Copilot, and Gemini to analyze information, create content, and make decisions in real-world academic contexts, integrating solutions ethically and responsibly within the educational field.
Develop your potential in education through leadership and interpersonal skills. This microcredential provides you with the keys to managing teams, communicating effectively, and solving problems in real-world educational settings, combining personal leadership techniques with practical productivity and collaboration tools.
All teachers include in their timetable one hour of tutoring per week. Interested students should request a meeting date in advance.
Master's Degree in Psychopedagogy
First Year
FIRST FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||
|---|---|---|---|---|---|---|---|
| M121000 | Psychoeducational support for diversity and inclusion in education | OB | 6 | ||||
Psychoeducational support for diversity and inclusion in educationCódigo: M121000 Imprimir Course 1: First-semester module. Compulsory. 6 credits. Profesores
Objectives To learn and correctly apply the course content To be able to diagnose cases Respond to the diversity of the student body from a psycho-educational perspective Prerequisites No prior requirements have been established, apart from those set out in current legislation governing access to postgraduate studies. Competencies N/A Learning outcomes RS2. Apply tools for effective psycho-pedagogical intervention, taking into account the needs of inclusive education. RODS. Develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. RC1. Develop a psycho-pedagogical response to educational diversity and inclusion, and know how to foster the various multiple intelligences in their pupils RC3. Design educational inclusion programmes within the school and the child’s social environment to promote their integration Description of the content "1. Inclusion and addressing diversity in schools. Objectives of psycho-pedagogy and the needs of educational inclusion 2. Regulatory framework for addressing diversity 3. Intervention models in educational guidance and support for diversity. 4. Assessment and psycho-educational diagnosis of pupils with special educational needs. 5. Psycho-educational support for special educational needs in the school context (Intervention models in educational guidance and support for diversity). 6. Specific psycho-pedagogical intervention programmes. Pupils with high abilities and those requiring late entry into education system" Training activities Lectures 15 hours Interactive lectures 12 hours Critical analysis sessions 6 hours Case studies and/or projects 10 hours Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to assess the student’s ability to relate and apply the main content, abilities and skills acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. MANUEL MONTANERO FERNANDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA SERVICE. 2019. ISBN: 9788477 3. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 4. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 Supplementary: 5.- Diz-Casal, Javier Violence and exclusion in educational contexts: keys to the ‘integration’ of the non-normative. In Delgado, J. J. (ed.). Intervention with populations vulnerable to violence and exclusion. Dykinson. 2024. ISBN: 9788411708708 6.- FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 7. MANUEL MONTANERO FERNÁNDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA PUBLISHING SERVICE. 2008. ISBN: 9788477238515 8. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT GRAO. 2005. ISBN: 9788478273669 |
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| M121001 | Psycho-educational support for specific educational support needs | OB | 6 | ||||
Psycho-educational support for specific educational support needsCódigo: M121001 Imprimir Course 1: First-semester module. Compulsory. 6 credits. Profesores
Objectives To understand the culture of diversity Fostering collaborative attitudes and practices To recognise learning difficulties To design accessible learning environments and materials Prerequisites No prior requirements have been established, apart from those set out in current legislation governing access to postgraduate studies. Competencies N/A Learning outcomes RC1. Develop a psycho-pedagogical approach to educational diversity and inclusion, and know how to foster the various multiple intelligences in their pupils RC7. To assess and address pupils’ diverse educational needs in order to design educational inclusion programmes within the school and the child’s social environment, thereby promoting their integration RK6. Acquire knowledge of the most common specific educational support needs in the school context. Course content 1. Psychopedagogical intervention for pupils with visual or hearing impairment 2. Psychopedagogical intervention for pupils with motor disabilities 3. Psychopedagogical intervention for pupils with an intellectual disability 4. Psychopedagogical intervention for pupils with attention deficit (ADHD) 5. Intervention for pupils with specific learning difficulties 6. Psychopedagogical intervention for pupils with autism spectrum (ASD) Training activities Lecture sessions 15 hours Interactive lectures 12 hours Critical analysis sessions 6 hours. Practical case studies and/or projects 10 hours Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the main content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. MANUEL MONTANERO FERNANDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA SERVICE. 2019. ISBN: 9788477 3. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 4. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 Supplementary: 5.- FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 6. MANUEL MONTANERO FERNÁNDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA PUBLISHING SERVICE. 2008. ISBN: 9788477238515 7. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT GRAO. 2005. ISBN: 9788478273669 |
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| M121002 | Strategies and resources for psycho-educational intervention at different stages of education | OB | 6 | ||||
Strategies and resources for psycho-educational intervention at different stages of educationCódigo: M121002 Imprimir Course 1: First-semester module. Compulsory. 6 credits. Profesores
Objectives • To identify issues in the learning process • To provide information and educational solutions within the educational environment. • To analyse educational interventions • Propose solutions aimed at the continuous improvement of the educational process. • To provide information on learning processes across all stages of education. • Collaborate in the process of identifying and assessing pupils • To identify and assist in the assessment of pupils experiencing difficulties in the learning process • Design teaching programmes tailored to specific circumstances Prerequisites No prerequisites have been established, apart from those set out in current legislation governing access to postgraduate studies. Competencies N/A Learning outcomes RK1. Understand the principles and functions of psycho-pedagogical intervention in order to apply the appropriate intervention RODS. To develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to operate with integrity in the professional sphere. RC0. Identify learning difficulties and design appropriate interventions to address different situations RC2. Design observation guidelines and analyse psycho-educational assessments to improve psycho-educational intervention Description of the content "1. Conceptualisation, principles and functions of guidance and psycho-educational intervention 2. The concept of a model for psycho-educational guidance and intervention 3. Models of psycho-educational guidance and intervention I 4. Models of psycho-educational guidance and intervention II 5. Areas of psycho-educational guidance and intervention 6. Institutional models of " Training activities Lectures 15 hours Interactive lectures 12 hours Critical analysis sessions 6 hours. Practical case studies and/or projects 10 hours Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the main content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems that include remote examinations, as set out in the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. MANUEL MONTANERO FERNANDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA SERVICE. 2019. ISBN: 9788477 3. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 4. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 Supplementary: 5.- FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 6. MANUEL MONTANERO FERNÁNDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA PUBLISHING SERVICE. 2008. ISBN: 9788477238515 7. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT GRAO. 2005. ISBN: 9788478273669 |
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| M121003 | Psycho-educational Assessment, Diagnosis and Guidance | OB | 6 | ||||
Psycho-educational Assessment, Diagnosis and GuidanceCódigo: M121003 Imprimir Course 1: First-semester module. Compulsory. 6 credits. Profesores
Objectives • To master the key concepts of psycho-educational intervention • To provide psycho-educational guidance based on the diagnosis • Be able to interpret an assessment correctly • To distinguish between the different models of vocational and career guidance, etc. • Use specific software for problem-solving • Demonstrate an interest in the quality of one’s own work. Prerequisites No prior requirements have been established, apart from those set out in current legislation governing access to postgraduate studies. Competencies N/A Learning outcomes RK5. To learn the assessment, diagnostic and guidance procedures in educational psychology in order to carry out continuous monitoring of students RS0. Apply appropriate methods and resources to enhance the learning process and provide comprehensive guidance to students RC6. Assess individuals’ educational psychology needs, taking into account the specific characteristics of the context Course content 1. Psychopedagogical assessment 2. Assessment tools 3. Diagnosis in education 4. Feedback on the report and follow-up 5. The psycho-educational report 6. Psychopedagogical counselling" Training activities Lecture sessions 15 hours Interactive lectures 12 hours Critical analysis sessions 6 hours Practical case studies and/or projects 10 hours Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria SE1. Practical activities: Min. 15% and Max. 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the main content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. MANUEL MONTANERO FERNANDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA SERVICE. 2019. ISBN: 9788477 3. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 4. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 Supplementary: 5.- FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 6. MANUEL MONTANERO FERNÁNDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA PUBLISHING SERVICE. 2008. ISBN: 9788477238515 7. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT GRAO. 2005. ISBN: 9788478273669 |
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| M121004 | Neuroeducation and learning | OB | 6 | ||||
Neuroeducation and learningCódigo: M121004 Imprimir Course 1: First-semester module. Compulsory. 6 credits. Profesores
Entry requirements No prerequisites have been established, apart from those set out in current legislation governing admission to postgraduate studies. Competencies N/A Learning outcomes RK2. Understand the brain mechanisms that influence learning in order to improve the learning process in a personalised way. RS0. Apply appropriate methods and resources to improve the learning process, as well as provide comprehensive guidance to students RS1. Identify the nature of learning difficulties in order to address pupils’ different educational needs through the use of key neurodidactic strategies Course description 1. Introduction to Neuroeducation. Differences between neuroscience and neuropsychology. 2. Cognitive development and plasticity. Models and theories of cognitive development and brain plasticity 3. Brain mechanisms of learning. 4. Neurolearning and Neurodidactics 5. Emotional neuroeducation 6. Classroom intervention from the perspective of neuroeducation Training activities Lecture sessions 15 hours Interactive lectures 12 hours Critical analysis sessions 6 hours Practical case studies and/or projects 10 hours Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the main content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. MANUEL MONTANERO FERNANDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA SERVICE. 2019. ISBN: 9788477 3. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 4. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 Supplementary: 5.- FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 6. MANUEL MONTANERO FERNÁNDEZ MODELS OF GUIDANCE AND PSYCHOPEDAGOGICAL INTERVENTION UNIVERSITY OF EXTREMADURA PUBLISHING SERVICE. 2008. ISBN: 9788477238515 7. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT GRAO. 2005. ISBN: 9788478273669 |
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| TOTAL: | 30 | ||||||
SECOND FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| M121005 | Tutoring and family guidance | OB | 6 | ||||||||||||||||||||||||||||||
Tutoring and family guidanceCódigo: M121005 Imprimir Course 1. Second-term module. Compulsory. 6 credits. Profesores
Entry requirements No prerequisites have been established, apart from those set out in current legislation governing admission to postgraduate studies. Competencies N/A Learning outcomes RK7. Identify advanced techniques for counselling and guiding families RS0. Apply appropriate methods and resources to enhance the learning process and provide comprehensive guidance to students RC4. Understand tutoring as a process of support aimed at providing personalised care. Course description 1. Tutoring in schools. The inclusive school. 2. The profile of the tutor teacher. 3. The guidance and tutoring action plan. 4. Tutoring planning and assessment. Family, school and new Technologies. 5. Family educational guidance. Problems and associated with the family environment. 6. Family support and relationships. School and family mediation." Training activities Synchronous theoretical and practical classes. Presentation of case studies. Reading of supplementary material. Completion of individual and group assignments. Reading of scientific documents, viewing of MOOCs and consultation of legislation and relevant links. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the main content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 3. MANUEL MONTANERO FERNÁNDEZ MODELS OF PSYCHOPEDAGOGICAL GUIDANCE AND INTERVENTION UNIVERSITY OF EXTREMADURA SERVICE. 2019. ISBN: 9788477 4. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 5. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 |
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| M121007 | Master’s Thesis | OB | 6 | ||||||||||||||||||||||||||||||
Master’s ThesisCódigo: M121007 Imprimir Course 1. Second-term module. Compulsory. 6 credits. Profesores
Prerequisites In order to defend their Master’s Thesis before an assessment panel, students must have passed the 60 credits relating to the modules and external placements on the programme. Furthermore, they must have received approval from their supervisor, who must consider that their thesis has met the necessary criteria to be defended and to complete their postgraduate studies. Competencies N/A Learning Outcomes RS0. Apply appropriate methods and resources to enhance the learning process, as well as provide comprehensive guidance to students RODS. Develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-cutting perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. RC11. Design proposals for psycho-pedagogical interventions in different settings RC12. Develop methodologies to enhance learning, taking into account the student’s holistic development, through an academic project to be defended before a specialist panel. Description of the course content The Master’s Final Project (TFM) consists of applying the content learnt in the theoretical and practical modules and during the external academic placements undertaken as part of the programme. In the MTh, the student must demonstrate that they have carried out the entire process characteristic of research into a psycho-pedagogical intervention project, under the supervision of a tutor who will guide their work. They must submit a high-quality piece of work that meets the necessary requirements for a literature review, the setting of objectives, the planning of the intervention and the action plan, and the formulation of hypotheses, as well as an analysis of results and a proposal for intervention, which will be defended through a public oral presentation before a panel qualified to assess it. Training activities Introductory session for the Master’s Thesis The general elements and significance of a Master’s Thesis of this nature are explained. Reading material in the virtual classroom (Master’s Thesis) This section includes supplementary study materials, such as additional documentation, legislation, articles and links of interest, examples from experts, videos, etc., which enable students to delve deeper into the subject matter and facilitate the achievement of the proposed objectives. Training seminars The lecturer will propose topics for debate and discussion, as well as training activities designed to encourage participation from all students. The training seminars cover aspects such as developing skills for writing a scientific article, knowing how to cite sources, understanding and applying APA style guidelines, delivering oral presentations, and everything related to the preparation of a Master’s Thesis. Individual and group tutorials The Master’s Thesis supervisor will monitor the student’s progress by reviewing each draft of the thesis together with them. Group sessions will also be held to provide general guidance. Preparation of the Master’s Thesis This involves the student producing the dissertation, which is ultimately assessed by an assessment panel. Assessment system and criteria 1. Master’s Thesis Report: 40% Assessment of the student’s written work based on a previously designed and published assessment rubric. The Master’s Final Project is an individual or group exercise on a topic chosen by each student, which may be theoretical, experimental or practical in nature. The aim of this project is to demonstrate a certain level of maturity in independently addressing a topic relevant to the degree programme. The dissertation must be carried out under the supervision of an academic tutor from the University. The assessment concludes with an evaluation of the level of learning achieved by the student and is expressed as numerical marks, in accordance with current legislation. The following aspects will be taken into account when assessing the Master’s Final Project report: - Overall assessment of the project: coherence between objectives, methodology, development and results. Originality and innovation. - Review of the current state of the art and theoretical framework. - Methodology employed: suitability in relation to the objectives and results. - Development of the work: suitability of the methodologies and justification of the decisions taken. - Formal aspects: appropriate clarity, precision and organisation. - Impact of the Master’s Thesis: results suitable for publication in a journal or conference. 2. Defence and presentation of the Master’s Thesis before the assessment panel: 60% Assessment of the oral presentation of the Master’s Thesis prepared by each student, as well as their responses to and explanations of questions or clarifications raised by the examination board, based on a previously designed and published assessment rubric. This thesis will be presented and defended individually, orally and in public, before a University Examination Board. Lecturers from other disciplines, degree programmes and schools within the same university, or from other universities, may be invited. The defence of the Master’s Thesis may take place via videoconference on the educational platform chosen by the course coordinator, provided that: 1) A representative of the university verifies the student’s identity in person at the location where the defence is taking place and accompanies the student throughout the defence; 2) The defence is public, either where the student is present or where the examination board is present; 3) There is the possibility of synchronous interaction between the student and the examination board. The criteria to be considered when assessing the public defence of the Master’s Thesis are: - Clarity of the presentation. - Use of presentation technologies. - Adherence to the time limit set for the presentation. - Interaction with the examination board and the communication skills demonstrated during the discussion with the board. The Master’s Thesis defence may be conducted via videoconference. In this case: - A representative from UAX will be present in person to verify the student’s identity at the venue where the Master’s Thesis defence takes place and will accompany the student throughout the defence. - The defence must be open to the public, with attendees granted access to the venue where the examination board is present. - The student and the examination board may interact, whilst ensuring that the discussion between the student and the examination board, which is mandatory, takes place." |
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| M121008 | The theory of multiple intelligences from the perspective of educational psychology counselling in the educational context | OB | 6 | ||||||||||||||||||||||||||||||
The theory of multiple intelligences from the perspective of educational psychology counselling in the educational contextCódigo: M121008 Imprimir Course 1. Second-term module. Compulsory. 6 credits. Profesores
Entry requirements No prerequisites have been established, apart from those set out in current legislation governing admission to postgraduate studies. Competencies N/A Learning outcomes RK4. Understand the different types of multiple intelligences and learn how to develop them in the classroom in a personalised way RC1. Develop a psycho-pedagogical approach to educational diversity and inclusion, and know how to foster the various types of multiple intelligences in their students RC5. Assess the psycho-pedagogical needs of groups or organisations, taking into account the specific characteristics of the context Course content 1. Intelligence: concept, definition and historical development of the construct. Main theories 2. The theory of multiple intelligences and an introduction to emotional intelligence 3. Intellectual development, emotional intelligence and human diversity 4. Factors influencing intelligence 5. Multiple intelligences in the classroom. Psychopedagogical counselling; theory and practice of education 6. An inclusive approach and motivation in the classroom from the perspective of ‘ Training activities Lecture sessions 15 hours Interactive lectures 12 hours Critical analysis sessions 6 hours. Case studies and/or projects 10 hours. Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the key content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” |
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| M121009 | Practicum | OB | 6 | ||||||||||||||||||||||||||||||
PracticumCódigo: M121009 Imprimir Course 1. Second-term module. Compulsory. 6 credits. Profesores
Objectives To apply the theoretical knowledge acquired in the classroom to practical situations within the professional field of educational psychology. To develop practical skills relevant to professional practice in educational and clinical contexts. To gain practical experience in educational psychology assessment, diagnosis and intervention with various population groups (children, adolescents, adults) and in various settings (schools, early intervention centres, private practices, etc.). To collaborate with other education and health professionals in the design and implementation of educational psychology intervention plans. Prerequisites In order to undertake the external placements, it is an essential requirement to have enrolled in all modules for the first term. Competencies N/A Learning outcomes RS0. Apply appropriate methods and resources to enhance the learning process and provide comprehensive guidance to students RODS. Develop effective communication, teamwork, analytical thinking, creativity and ethical leadership from a cross-disciplinary perspective, clearly inspired by democratic principles and values, as well as the Sustainable Development Goals, in order to conduct oneself with integrity in the professional sphere. RC9. Design, implement and evaluate specific educational support measures in the practice of educational psychology within educational and professional contexts RC10. Integrate educational psychology practice into a real-world setting, encompassing diagnosis, assessment and intervention. Description of the content "Carrying out activities typical of the practice of an educational psychologist, both in educational establishments and specialised centres, under the guidance of an academic tutor and a tutor at the placement centre” Training activities Placement Seminars Individual and group tutorials Independent study Assessment system and criteria "1. Report from the external placement supervisor: Min. 40% and Max. 45% The supervisor at the organisation (company, hospital, centre, etc.) carries out an objective assessment of the student’s performance at the placement centre, following an assessment rubric that has been previously designed and published. 2. Report from the academic placement tutor: Min 30% and Max 40% The academic supervisor for the external placement carries out an assessment of the student’s performance during the external placement. 3. – External placement report: Min 20% and Max 25% A report which the student must write and submit to their academic tutor once they have completed their placement period at a specific organisation (company, hospital, centre, etc.). Writing this report allows the student to reflect on what they have learnt and serves as evidence of how they have utilised their training hours. The academic tutor carries out an objective assessment of the student’s placement report using an assessment rubric that has been previously designed and published." |
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| TOTAL: | 24 | ||||||||||||||||||||||||||||||||
ELECTIVE COURSES
| Code | Subjects | Character* | ECTS |
|---|---|---|---|
| N/A | Elective | OP | 6 |
| TOTAL: | 6 | ||
List of Elective Modules
SECOND FOUR-MONTH PERIOD
| Code | Subjects | Character* | ECTS | ||||||
|---|---|---|---|---|---|---|---|---|---|
| M121030 | Psycho-educational support for older people | OP | 6 | ||||||
Psycho-educational support for older peopleCódigo: M121030 Imprimir Course 1. Second-term module. Elective. 6 credits. Profesores
Entry requirements No prerequisites have been established, apart from those set out in current legislation governing admission to postgraduate studies. Competencies N/A Learning outcomes RS0. Apply appropriate methods and resources to enhance the learning process and provide comprehensive guidance to students RC8. Assess individuals’ psycho-educational needs, taking into account the specific characteristics of the context Course content 1. Basic concepts. Ageing within the educational life cycle 2. Physical and cognitive changes and intelligence in old age 3. Holistic assessment in ageing 4. Designing socio-educational programmes for older people 5. Cognitive intervention for older people 6. Promoting active ageing" Training activities Lecture sessions 15 hours Interactive lectures 12 hours Critical analysis sessions 6 hours Case studies and/or projects 10 hours Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the key content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 3. MANUEL MONTANERO FERNÁNDEZ MODELS OF PSYCHOPEDAGOGICAL GUIDANCE AND INTERVENTION UNIVERSITY OF EXTREMADURA PUBLISHING SERVICE. 2019. ISBN: 9788477 4. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 5. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 |
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| M121031 | Health education and hospital educational psychology | OP | 6 | ||||||
Health education and hospital educational psychologyCódigo: M121031 Imprimir Course 1. Second-term module. Elective. 6 credits. Profesores
Entry requirements No prerequisites have been established, apart from those set out in current legislation governing admission to postgraduate studies. Competencies N/A Learning outcomes RK3. To learn concepts such as health promotion and disease prevention. RS0. Apply appropriate methods and resources to enhance the learning process, as well as to provide comprehensive guidance to students Course content 1. Health promotion and disease prevention. 2. Lifestyles and health. 3. Psychopedagogy of illness 4. Educational and psychopedagogical intervention in the context of illness 5. Residential care, the community and education: social support and health. 6. Psychopedagogical aspects associated with hospitalisation. Schooling in hospital. Training activities Lecture sessions 15 hours. Interactive lectures 12 hours. Critical analysis sessions 6 hours. Practical case studies and/or projects 10 hours Oral presentations, discussions and/or debates (face-to-face) 6 hours. Independent study, case or problem-solving, literature review. Independent work 91 hours. Synchronous/asynchronous virtual tutorials: 7 hours. Completion of knowledge assessments 3 hours. Assessment system and criteria "SE1. Practical activities: Min 15% and Max 25% Assessment of the level of achievement of the learning outcomes (in terms of knowledge, skills and attitude) attained through the completion of individual and group practical activities (case studies, problem-solving and challenges, project work, oral presentations, debates, etc.) based on assessment rubrics and observation tools previously designed and published by the lecturer. SE2. Final knowledge assessments: Min 50% and Max 60% Objective knowledge assessments. These may be written or oral, open-ended, short-answer or multiple-choice, etc. An online exam will be held to ensure that students are able to relate and apply the main content, abilities and skills they have acquired through the module. To safeguard students’ rights regarding the protection of biometric data, the final examination may be taken in person provided the student requests this. The protocol for conducting the final examination online or via remote means complies with the provisions of Annex VIII: guidelines on assessment systems including remote examinations, from the guide for the verification and modification of official bachelor’s and master’s degrees (June 2023), which can be viewed via the following link: Protocol for Online Assessment SE3. Portfolio: Min. 20% and Max. 30%. Evaluation is based on evidence of the student’s learning (in terms of knowledge, performance or output) compiled in a dossier, folder or portfolio throughout the course, with the aim of explaining and reflecting on the learning that has taken place.” Bibliography Essential: 1. Sir Ken Robinson Creative Schools: The Revolution That Is Transforming Education Vintage Español. 2015. ISBN: 1101910801 2. FRANCISCO MORA NEUROEDUCATION: YOU CAN ONLY LEARN WHAT YOU LOVE ALIANZA EDITORIAL. 2017. ISBN: 9788491047803 3. MANUEL MONTANERO FERNÁNDEZ MODELS OF PSYCHOPEDAGOGICAL GUIDANCE AND INTERVENTION UNIVERSITY OF EXTREMADURA PUBLISHING SERVICE. 2019. ISBN: 9788477 4. MANUEL SANCHEZ-CANO PSYCHOPEDAGOGICAL ASSESSMENT Graó. 2018. ISBN: ISBN: 9788478 5. Santana Educational Guidance and Psychopedagogical Intervention Pirámide. 2015. ISBN: 9788436833713 |
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| TOTAL: | 12 | ||||||||
*Character: BT: Basic Training, Ob: Required, Op: Optional
The main reason why at UAX there are students like you is the possibility of making your personal, professional and academic life compatible. Our differential value is a methodology without barriers, focused on you and your desire to learn.
How is our methodology?
In addition, you will have the complete availability of our campus in Madrid, to carry out your formalities, solve your doubts and enjoy the facilities it offers.
Our degree is official, verified by the Council of Universities and fully valid in Spain, as well as in the European Higher Education Area.
It is recognised by the Education Systems of Latin America, being recognised and approved by the different Ministries of Education in Latin America:
SENESCYT, MEN (MinEducation), SEP, Mescyt, among others, automatically.
With the Master's Degree in Psychopedagogy, you will be able to carry out internships in different types of centres and companies: educational centres, counselling offices, social services, hospitals, institutions that work with people with learning difficulties, etc.
This care work is combined with the teaching of essential knowledge to our students of Psychopedagogy so that they can master all the techniques and face, from practice, all kinds of challenges.
You will be able to benefit from our more than 700 agreements with public, private and state-subsidised schools throughout Spain and carry out internships in centres such as the British School, Waldorf Schools, Montessori Schools or the Sagrada Familia Professional Schools, among others. In the case of guidance offices, you will be able to do your internship in the afternoon.
In addition, you will be able to validate your internship (6 ECTS) by accrediting demonstrable professional experience in the area.
Some of the companies where you can do your internship are:
| CENTRE | BELONGING NETWORK - PROFILE |
| ARQUISOCIAL-Well-being technique | Arquisocial, an entity dedicated to the development of social services and the integral management and execution of training programmes, has 2 main offices, one in Zaragoza and the other in Madrid, and is present in 24 Spanish provinces with more than 60 delegations in Spain. |
| AUTISM GRANADA | The Autismo Granada Association is formed by the union of parents of children and adults with ASD in our province. |
| Albanta Speech Therapy and Psychology | A multidisciplinary team of psychologists, speech therapists, special education teachers... |
| ATEMPRA SUR, S.L | Atempra Sur is a family care centre that offers services of Speech therapist, Neuropsychologist, Physiotherapist, Emotional Therapy, Yoga, FONEMAS, speech therapy, physiotherapy... |
| FONEMAS, speech therapy, psychology, pedagogy. | Speech Therapy-Phoniatric Rehabilitation Service. Jaén, Linares and Úbeda Hospital Complex. Specialist in Myofunctional Therapy. Voice Specialist. Specific language disorder. Official Master's Degree in Speech Therapy Research in Degenerative Disorders and Brain Injury. |
| Aspercamp - Associació Asperger-TEA del Camp de Tarragona (Asperger-TEA Association of Camp de Tarragona) | Aspercamp is an active member of the FEDERACIÓ ESPECTRE AUTISTA - ASPERGER DE CATALUNYA. |
| SE EAP B-34 Sabadell | Psychopedagogical Assessment and Guidance Team |
| Jara Innovation S.L | Innovative school for learning in an active and enjoyable way with the Helix model from Infants to Baccalaureate of Science and Arts, and VET. |
| Walu | Integral Centre for Development and Learning Support |
| Isabel Ecker Cerdá | GOPEL Gabinete Psicopedagógico. |
| Montserrat Suárez Alonso | Samaya Psychology Centre |
You can consult the complete list here.
You can take part in international placements, meet new colleagues from all over the world and boost your career in the international sector. For more information you can contact the international relations office.
The flexibility of online learning, with opportunities to connect
Take your exams online wherever you are or, if you prefer, in person at our designated centres in Spain and Latin America, subject to availability and capacity.
What’s more, as a student at UAX Online, you’ll have access to our Campus Hubs – a network of exclusive physical spaces where you can study, access libraries, work in co-working areas and connect with other students. Because studying online doesn’t mean studying alone.
Campus Hubs available in: Alcobendas, Alcorcón, Valencia San Vicente, Murcia, Barcelona, Málaga, Seville and Arganda.
Access is via your UAX student card, subject to availability and the opening hours of each centre.
Boost your career with the skills the job market demands
Master Microsoft 365 Copilot and boost your productivity with AI. Learn how to automate tasks, create content, analyse data and optimise your work in Word, Excel, PowerPoint, Outlook and Teams to work more efficiently with this official Microsoft certification.
Meet the teaching staff on the Master’s in Educational Psychology programme
PhD in Psychology from the Complutense University of Madrid, Master in Developmental Neuropsychology, researcher in the area of neuroscience and learning difficulties. Current head of studies for the Master's Degree in Psychopedagogy, lecturer in the area of Education and Psychology.
PhD in School Psychology and Development. Master's degree in Psychological Intervention in educational contexts. Lecturer in "Strategies and resources for psycho-pedagogical intervention in the different educational stages". Director of TFM and tutor of Práticum.
Psychologist and optician-optometrist. Master's degree in neuropsychology and education. Co-author of the books "Instrumentos de evaluación en neuropsicología en el ámbito educativo" and "Programas de Neuropsicología para el Aprendizaje". Internship tutor and director of TFM.
Hired as a Doctor by ANECA. She combines her work with other activities such as teacher training, conferences and publications in different media.
Podrás desempeñar tu futuro laboral en diferentes campos, como por ejemplo:
Hear first-hand accounts of our education students’ experiences, be inspired, and discover what life is like as a student at UAX and all the opportunities that await you.
Co-creation space for educational excellence based on the UNESCO report, promoting the joint work of the educational community through experiential learning and debate on the axes of transformation.
Sports day to promote social inclusion and healthy lifestyle habits among students with intellectual disabilities, organised by CAFYD and Psychopedagogy students, raising awareness among the university community about their inclusion in the workplace.
Training experience in dentistry with a psycho-pedagogical approach, where university students design practical exercises and evaluation activities for first year high school students to learn clinical procedures.
Practical training and qualifications to boost your career
You will carry out internships in leading educational centres such as Colegio El Valle, Brains, Liceo Europeo or Los Sauces, and you will collaborate on projects with organisations such as UNESCO, Fundación SM, Fundación Princesa de Girona, UNICEF and Achalay, designing real educational solutions together with students from other disciplines.
You will strengthen your analytical and critical thinking to make strategic pedagogical decisions based on data, integrating ethics and social responsibility in your teaching work. You will boost your creativity and disruptive thinking to lead educational innovation, mastering effective communication and working with agile methodologies in diverse teams.
You will complement your training by participating in educational innovation projects with leading institutions, as well as in meetings and events in the sector where you will explore the latest pedagogical and technological trends, preparing you to transform the classroom from a current and disruptive perspective.
In order to establish the conditions for access to this degree, the provisions of article 18 of Royal Decree 822/2021 are taken into account.
Also in compliance with the provisions of the aforementioned Royal Decree, the UAX will reserve 5% of the places offered in the official university Master's degrees for students who have a recognised degree of disability equal to or greater than 33%, as well as for students with permanent educational support needs associated with personal circumstances of disability, who in their previous studies have required resources and support for their full educational inclusion.
You can access this course if you have a university degree related to this academic area or have a professional career in the field such as:
Language level: Students applying for the degree who do not have Spanish as their mother tongue must accredit that they have a level B2 CEFR (Common European Framework of Reference for Languages) in Spanish.
The ideal entry profile for this degree is made up of people with a marked interest in professionally developing a perspective linked to psycho-pedagogical work, such as counsellors, advisors in educational processes and care in at-risk contexts.
This master's degree is specifically aimed at graduates in Early Childhood Education, Primary Education, Psychology, Teaching, Pedagogy or Social Education. We are looking for individuals with a high potential for development, motivated to expand their knowledge and skills with the aim of achieving excellence in the exercise of their profession.
The following criteria will be taken into account for the admission of candidates:
To start the admission process you must provide the following documentation:
In addition, if you already have previous professional experience related to the competences inherent to this degree, it may be recognised in the form of credits. The recognition of ECTS will require a personalised study. Contact our advisors and they will inform you personally.
In the case of students with specific educational needs due to disability, Alfonso X el Sabio University will provide the appropriate support and counselling services, which will evaluate the need for possible curricular adaptations, itineraries or alternative studies.
Number of places offered for new students: 300
The Alfonso X El Sabio University has approved and published a regulation adapted to Royal Decree 822/2021 to deal with the transfer and recognition of credits.
https://www.uax.com/download/9959/file/Normativa-TRC.pdf
Accredited professional or work experience may be recognised in the form of credits up to 6 ECTS, never partial, which will count towards the official degree. The 6 ECTS are subject to validation of work and professional experience with the PRACTICUM - External Academic Practices.
Professional experience in the area of psycho-pedagogical intervention in any of the following educational fields:
The recognition of ECTS will require a personalised study. Contact our advisors and they will inform you personally.
We need to know a little bit about you so that we can provide you with a personalised service.
All fields are required
Scholarships and financial support for studying at UAX
We know that studying is an investment. That’s why we want to remove financial barriers and make things easier for you. Fill in the form and let our advisers help you discover the scholarships, agreements and personalised financial support that best suit your situation.
Community of Madrid
Financial support for students with a disability of 33 per cent or more who are studying at universities or higher education institutions specialising in the arts in the Community of Madrid.
Ministry of Education, Vocational Training and Sport
Find out about the scholarships and grants offered by the Ministry of Education, Vocational Training and Sport, categorised by type and level of education.
Attracting Pre-doctoral Research Talent
Financial support for outstanding students who wish to carry out innovative research and contribute to the advancement of knowledge in their disciplines.
If you have a strong academic record, we would like to recognise your talent with a scholarship designed for new students. (Excludes the degree in Medicine).
If you’ve already decided to take the plunge, enrol early and benefit from a direct grant. It’s a way of rewarding your commitment and giving you a head start in planning your future.
Students from Ibero-America
This programme is aimed at Ibero-American citizens or foreign nationals legally resident in countries within the OEI’s sphere of influence. The scholarship covers a 50% discount on the total tuition fees.
Students from Ecuador
This programme is aimed at citizens with Ecuadorian nationality and/or residence who wish to study an online master’s degree in Spain. The scholarship covers a 50% discount on the total tuition fees.
2025, 2nd Edition
Grants for students on higher-level vocational training, undergraduate, postgraduate or master’s programmes enrolled at Spanish universities with a Santander agreement. A financial supplement to support you whilst undertaking your work placements.
If you graduated from UAX and are now thinking of studying for a new degree, we want to continue supporting you. That’s why we’re offering you a 10 per cent discount on tuition fees.
If you have an immediate family member (up to the second degree of kinship) enrolled at UAX, you can benefit from a 5 per cent discount on tuition fees. Because studying as a family is even better.
Studying for two degrees at the same time is a challenge, and we want to support you. If you’re already at UAX and enrol on a second degree programme, you’ll be eligible for a grant towards your booking fee and tuition fees.
If you’d like to continue your studies with us and progress from vocational training to a bachelor’s degree, from one bachelor’s degree to another, or from a bachelor’s degree to a postgraduate degree, we’re here to support you with a grant covering up to 25 per cent of your tuition fees.
If you’re a high-performance athlete, at UAX we want to help you balance your passion with your studies. We offer specific grants that can cover up to 50% of your tuition fees.
That’s what the rankings say
Alfonso X el Sabio University (UAX) is ranked amongst the best universities in Spain according to the leading rankings.
UAX obtains the highest rating of 5 stars and the overall "Excellent" badge for Employability, Teaching, Academic Development, Facilities, Online Teaching and Good Governance in the prestigious international QS Stars rating.
Forbes ranks UAX as the private university with the most graduates working in its area (nearly 90%), thanks to a unique educational model firmly linked to the labour market through more than 8,800 agreements with companies.
According to the Forbes 2025 List, UAX is positioned in the TOP 2 Spanish Universities in the adoption of Generative AI in the training of its students, developing innovative learning tools and models aligned with technological evolution.
UAX is recognised as the second most innovative university in Spain, the only private university among the top three in the ranking. This recognition highlights our transversal commitment to AI and training in sustainability.
The 16th edition of these awards has thus recognised the work of the teaching teams and more than 500 students of the degrees in Dentistry and Veterinary Medicine and the Master's Degree in Educational Psychopedagogy of UAX who have been involved.
UAX is positioned in the TOP 3 Universities in Online Training in Spain, standing out in excellence, new technologies and offering a personalized learning experience focused on a global development of professional skills.
The prestigious ranking of the BBVA Foundation and the IVIE recognises us as the university with the best job placement in Spain in 2023, consolidating our model focused on the real employability of our graduates.
We know how important the location is when it comes to sitting your exams. You can choose to sit your exams online or in person at our UAX-approved centres.
* Exam centres are subject to maximum capacity and availability.
The master's degree in psychopedagogy is an official postgraduate course that aims to provide education and psychology professionals with the necessary tools to understand and approach teaching-learning processes from a psychopedagogical perspective. Its main purpose is to improve the quality of education and the academic, emotional and social development of students. Some of the main functions and applications of the master's degree in psychopedagogy include: assessment and diagnosis, intervention and support, guidance for teachers and parents, design of inclusive educational programmes, research and development of new teaching methods, vocational guidance counselling, prevention of school failure, etc.
For those professionals interested in expanding their knowledge in the use of technology applied to teaching practice and its potential application in psycho-pedagogical practices, we offer the Master's Degree in Technology applied to Teaching Practice Online. This programme provides advanced training in technological and digital tools to improve teaching-learning processes, adapt teaching to the individual needs of students, encourage active and collaborative participation in the classroom, and prepare teachers to face the challenges of education in the digital era.
If you want to know more, you can read more about what are the functions of an educational psychologist.
The UAX Master's Degree in Psychopedagogy lasts 9 months and is an official qualification with 60 ECTS credits.
The psychopedagogy degree offers a variety of career opportunities in different fields related to education, health and psychopedagogical intervention. Some of the main career opportunities for professionals in psychopedagogy include: intervention and counselling for students, psychopedagogical offices, guidance departments, attention to diversity, design, development and evaluation of guidance plans, vocational guidance, coordination of educational projects, educational research, teaching and training, and entrepreneurship.
If you have a university degree related to this academic area or a professional career in the field, you can access this official Master's Degree. These access qualifications are: Early Childhood Education, Primary Education, Pedagogy, Psychology, Psychopedagogy, Speech Therapy, Social Work, Social Education, Master's Degree in Teacher Training and graduates from educational systems outside the European Higher Education Area qualified to teach in Education, or with accredited teaching experience in formal education stages of preschool, primary, secondary, baccalaureate and/or university in their country of origin, including other areas of education and social work.
El Máster Universitario en Psicopedagogía ofrece la oportunidad de realizar prácticas en diversos centros y empresas, como centros educativos, gabinetes de orientación, servicios sociales, hospitales e instituciones que trabajan con personas con dificultades de aprendizaje.
Estas prácticas, que se llevan a cabo junto con la enseñanza de conocimientos fundamentales para que los estudiantes de Psicopedagogía dominen todas las técnicas necesarias, les permiten enfrentarse a diversos desafíos desde la práctica.
Los estudiantes pueden aprovechar los más de 700 acuerdos que tenemos con colegios públicos, privados y concertados en toda España, incluyendo centros como British School, Colegios Waldorf, Colegios Montessori y las Escuelas Profesionales de la Sagrada Familia, entre otros. En el caso de los gabinetes de orientación, las prácticas se pueden realizar en horario de tarde.
Además, existe la posibilidad de convalidar las prácticas (6 ECTS) si se cuenta con experiencia profesional demostrable en el área.
Other related qualifications
We offer a wide range of courses, so you’re sure to find a programme that suits you.
Master’s Degree in Teacher Training for Compulsory Secondary Education and Sixth Form
In collaboration with:
Start:
October
Length:
1 year
Master’s Degree in Supporting Diversity and Inclusive Education (Online)
In collaboration with:
Start:
October
Length:
9 months
Master’s Degree in Educational Neuropsychology (Online)
In collaboration with:
Start:
October
Length:
9 months
Online Master's Degree in Emotional Education and Pedagogical Accompaniment
Start:
October
Length:
9 months
Online Master's Degree in Conflict Prevention and Mediation in Educational Settings
Start:
October
Length:
9 months
Online Master's Degree in Educational Innovation
Start:
October
Length:
9 months
Master's Degree in Educational Technology and Digital Competences for Teachers - ICT (online)
In collaboration with:
Start:
October
Length:
9 months
Master’s Degree in Teaching Spanish as a Foreign Language (Online)
In collaboration with:
Start:
October
Length:
9 months
Online Master’s Degree in Instrumental Pedagogy
Start:
October
Length:
9 months
Online Master's Degree in Didactics in Mathematics
Start:
October
Length:
9 months
Online Master's Degree in Leadership and Management of Educational Centres
In collaboration with:
Start:
October
Length:
9 months
Online Master's Degree in Research Methodologies in Education
Start:
October
Length:
9 months
You can consult the academic calendar and timetables at the following link.
The UAX promotes the culture of quality among the university community through the UAX Quality System (SIUAX), for which the University Management is ultimately responsible, ensuring that the planning of the system is implemented to effectively meet the quality objectives, the satisfaction of needs, requirements and expectations of customers and interested parties.
The responsible bodies are:
This organisational structure channels a bidirectional communication of the different improvement actions that allow and ensure the construction of the quality culture in the University.
This degree, according to RD 822/2021 (art. 34) must undergo the process of accreditation renewal. During the development of the process, an evaluation team of the Foundation for Knowledge Madrimasd will meet with different stakeholders of the degree. In addition, they provide us with a form so that any interested party can indicate to the Foundation those aspects they consider relevant to the development of this programme.
You can view the various indicators via the following links:
Employability: View
Satisfaction results: View
Rates and indicators: View
Improvement measures implemented for the degree programme during the academic year: