Required courses (RC) worth 45 ECTS credits.

Laboratories worth 15 ECTS credits.

Master’s thesis or internship (with a requirement for a written report) worth 30 ECTS credits.

Modular content: Division of course content into modules. For each module, there is a detailed description of the objectives, learning outcomes, provision of educational materials—both core and supplementary—interactive activities, as well as student self-assessment activities. More generally, the structure of the material in each module will facilitate independent learning and student interaction with the material.

Interactive online seminars: Use of teleconferencing tools to provide synchronous distance learning and Q&A sessions.

Guest lectures: Utilization of online lectures and webinars by distinguished guest professionals and researchers from around the world.

The e-learning system is accessible to individuals with disabilities and special educational needs. At the same time, all issues related to user access and authentication, personal data protection, training in the use of electronic media, plagiarism checks on assignments, the management of the e-learning system, and any other related matters.

The Master’s Program in “Educational Sciences: Dance, Society, and Culture” offered by the Department of Primary Education at the University of Ioannina is fully relevant to the subject matter of the Department’s undergraduate program, and more specifically to the academic disciplines of the arts, as well as to issues of culture and folklore.

The curriculum implies the existence of academic subjects (theory and practical applications) that address issues of culture and the arts. Through these, the program aims to provide a multidimensional examination of various phenomena in the modern and contemporary world using an interdisciplinary approach. The curriculum of the Master’s Program

“Educational Sciences: Dance, Society, and Culture” reflects a strong connection between teaching, theory, and research.

Specifically, the link between teaching and research is evident in the following areas:

a) Preparation of a master’s thesis by graduate students (see the relevant Regulations for the Preparation of a Master’s Thesis).

The master’s thesis is mandatory and research-oriented; simultaneously, students receive adequate training through the completion of two required courses in the field of Research Methodology.

b) Internship for graduate students. The internship is directly linked to research. The internship aims to give students the opportunity to test, test, and redefine in practice their implicit assumptions regarding various parameters of the teaching process and the knowledge they have acquired through their studies. The ultimate goal is a dialogue between theory and practice that is reflective and research-oriented (see Internship Regulations).

c) Conducting research projects. The active publication of scientific papers at

international conferences and in scientific journals by graduate students is a primary

goal of this graduate program.

d) Organization of scientific workshops, two-day conferences, and conferences, in which faculty members,

graduates of the program, and graduate students share the knowledge they generate through their

research activities with other graduate and undergraduate students of the

Department, to other teacher education departments, and to educators at all

levels of education.

Graduates of the M.A. program “Educational Sciences: Dance, Society, and Culture” enjoy a range of competitive advantages linked to the program’s content, structure, organization, and methodology, tailored to the needs of the arts, dance, and non-formal education. In summary:

It provides graduates with certified pedagogical and teaching qualifications in the field of the arts and dance.

It offers significant credit points within the appointment system for teachers and education administrators, thereby enhancing professional development.

The program’s structure covers a broad range of knowledge related to dance, society, and culture, allowing for the personalization of learning. Students can focus on subjects that give them an advantage in their professional careers.

The program is designed by the Coordinating Committee with a view to the contemporary educational, cultural, and social needs of the field.

It provides for extensive practical familiarization with the subject through laboratory exercises and comprehensive study projects, so that students acquire both theoretical knowledge and hands-on experience.

These advantages contribute to better preparation and competitiveness among graduates in the fields of education and culture.

The evaluation of graduate students and their performance in the courses they are required to take as part of the M.A. program takes place at the end of each semester through written or oral exams, either remotely or in person, and/or through the completion of substitute assignments. The method of assessment is determined by the instructor of each course.

Alternative methods may be applied for the assessment of students with disabilities and special educational needs following a decision by the Coordinating Committee. Courses in which a student did not receive a passing grade must be retaken. In this case, a retake exam period is scheduled every September, before the start of the new academic year. If a student fails the same course more than three (3) times, the procedure established by applicable law is followed.

To evaluate the academic outcomes of the internship, the following are assessed: a) Uninterrupted and consistent attendance at the assigned school. This is evaluated by the faculty member in charge (supervisor) in collaboration with the school’s designated teacher, b) The practicum log, lesson plans, and students’ reflections on them (for details, see the Practicum Regulations). For the evaluation of the master’s thesis.

The master’s thesis is graded on a scale of 100 and calculated according to the following criteria:

1) Review of the existing literature and conceptual foundation of the research. Investigation of existing knowledge and relevant literature. Documentation of the significance, originality, and innovative elements of the work (Weight: 20%).

2) Methodological approach. Evaluation of the methodological design, the care taken in planning the research, the completeness and validity of the methodology used, as well as the discussion of the study’s limitations (Weight: 20%).
Organization and presentation of research results. The overall organization, clarity of documentation, and effective presentation of the research findings (Weight: 15%).

3) Critical analysis and interpretation of findings. The ability to critically evaluate the results and scientifically interpret the findings, as well as to document the conclusions derived from them (Weight: 30%).

4) Contribution and potential for dissemination of the results. Assessment of the value of the research and the contribution resulting from the results, as well as an assessment of the potential for dissemination and utilization of the research results at the scientific, social, or professional level (Weight: 15%)

In order to ensure a consistent evaluation of the MDPs, it is recommended that the final grade assigned by the Evaluation Committee be based on the evaluation of the submitted written text with a weighting of 80% and the oral presentation with a weighting of 20%, as well as a grading rubric. In the event that the final grade for the assignment is a failing grade, the Evaluation Committee must document in writing the reasons for the failure of the assignment.

The evaluation report, completed and signed by the supervising professor, is sent to the program administrator. This form must include: the student’s full name, the title of the master’s thesis, the full names of the supervising professor and the other two members of the evaluation committee, the grade given by each committee member, and, finally, the overall grade of the thesis, which is calculated as the average of the three. The Master’s Thesis follows the grading scale of the other courses in the Master’s Program and is graded on a scale of 0 to 10 (excellent) (on a 5-point scale). If the deadline is not met, the Master’s Thesis is considered incomplete and the degree will not be awarded. (For details, see the relevant Regulations for the Preparation of Theses).

Face-to-face instruction combined with distance learning is part of a broader pedagogical framework aimed at: fostering conventional and digital interaction among learning communities (networking), the production, distribution, and sharing of interactive educational materials, the alternative use of technology (e-learning environments, scenarios, etc.), interaction with vulnerable groups through educational activities, etc.

Through the above, the diverse skills of students and faculty are enhanced, achieving the critical and innovative application of modern educational methods with a view to mitigating inequalities in access to knowledge and facilitating participation in the M.A. program.

In this way, the curriculum of the Master’s program is comprehensively upgraded, and its subject matter is linked to cutting-edge theoretical and social issues in the humanities and social sciences, as well as with postmodern methodological approaches that incorporate technologies into their design and implementation.

Students are assessed through written or oral examinations, the submission of assignments, and digital methods, taking the necessary measures to ensure the reliability and integrity of the examination process and complying with legal requirements regarding the protection of personal data.