School and Social Education

Graduates will be well-versed in current challenges and research themes in the respective fields, in approaches and methodologies of pedagogical research, and in up-to-date findings from interdisciplinary educational studies. They will demonstrate methodological competence, which includes:

the ability to formulate research questions based on a critical analysis of the state of knowledge,

designing appropriate research strategies,

conducting empirical research (data collection and analysis),

interpreting research findings,

communicating research results within the scientific community, and

transferring them into practice (contributing to the development of applications, technologies, innovations, etc.).

The doctoral programme allows for the choice of research topics that address the knowledge needs of academic disciplines as well as stakeholders in science, policy, and practice, while also reflecting students’ individual interests and career goals. At the same time, it employs an interdisciplinary approach that enriches individual research specialisations with broader perspectives and cross-disciplinary insights.

Upon successful completion of the programme, the graduate is able to:

• understand theories, concepts, and methods that reflect current disciplinary issues and trends at the international level;
• apply knowledge, specialized skills, and experience to solve pedagogical problems in research and/or innovation, and to expand or redefine existing knowledge or professional practices;
• critically reflect on, analyse, and evaluate the outcomes of scientific work in relation to educational reality and broader societal developments;
• independently design and carry out research in all its phases, evaluate its results, and prepare a competitive grant proposal;
• communicate the results of their research to both the professional community and the wider public: through studies published in peer-reviewed (impact-factor) journals, or in the form of monographs and book chapters, as well as through presentations;
• transfer the results of their research into practice (by contributing to the development of applications, technologies, innovations, etc.);
• represent their field and institution within the broader interdisciplinary community, in public, and, where appropriate, in other domains (e.g., at the political level, in professional practice, or in decision-making spheres);
• demonstrate professional authority, independence, academic and professional integrity, and a sustained commitment to generating new ideas and developing innovative approaches at the highest level in the field;
• collaborate with experts from other institutions at both the national and international level.

The doctoral programme prepares graduates for versatile career paths, both within academia and beyond. They are expected to find employment at research institutes, universities, and a wide range of educational organisations, as well as in the fields of counselling, management, and pedagogical practice. Graduates may provide expert and consulting services to schools, educational institutions, or ministries, assisting in the development and implementation of educational strategies, reforms, and new didactic methodologies.

They may also work as professional advisors or analysts in state institutions, participate in research projects within academic institutions, sectoral research institutes, or research departments in corporate settings, among others.

The practical training has a specific character, aimed at developing disciplinary, research, and pedagogical skills and knowledge (competences). In addition to working on their own research and publications, students are, where possible, involved in the research activities of their supervisors. Through the compulsory semester-long internship, they further develop their internationalisation skills at foreign institutions and take part in teaching within their supervisors’ courses (see Study and Research Obligations for details).

Dissertations may comprise original scientific theoretical, methodological, or empirical research, or a combination of these approaches. A dissertation can take the form of:

a) a written work presenting new scientific findings (typically 120–150 standard pages), or

b) a collection of already published or accepted-for-publication works (typically 3–4) on a given topic, accompanied by a coherent introduction, commentary, and/or conclusion.

Theoretical dissertations address selected theoretical approaches to issues within the relevant field, demonstrating a high level of abstract and analytical thinking as well as insight.

Methodological dissertations analyse (new) research approaches, methods, techniques, or tools, and evaluate their strengths and limitations.

Empirical research dissertations present concrete findings obtained through specific research methods. The findings are interpreted, discussed, and integrated into theoretical frameworks and the current state of knowledge.

Dissertations in which research serves as the basis for development (evidence-based development), for example, of teaching materials, educational or preventive programs, typically adopt a design-based research approach. Their results are directly applicable in practice, thereby fulfilling the criterion of societal relevance.