University of Ljubljana Faculty of Education

Arts therapy is a young and useful scientific field that began to develop systematically in the second half of the 20th century. These therapies are a type of assistance provided through a process of experience, expression and creation using artistic means.

Their objective is not a piece of perfect artwork; instead the focus is on the process aimed at personal growth and self-realisation of individuals. Arts therapies are intended for individuals with miscellaneous personal and career problems.

With regard to the artistic means used in the therapy process, the most established therapies are those involving fine arts, drama, music and dance. The Arts Therapy is a master study programme which focuses on developing specific competences and skills and therefore a study which involves interactive practical workshops with theoretical substantiation of the discussed study topics, independent studies and study practice in institutions.

The main aim of the master study programme Inclusive education is to develop new models, work methods as well as sensitivisation of teaching staff for the needs of vulnerable groups of children and youth (especially children and youth with special educational needs, children and youth from other cultures as well as individuals/groups of children and youth from other socially deprived background, who attend regular education programmes or education programmes with adjusted implementation and additional professional support), management of different strategies for adjustment of work with such pupils and development of counselling skills.

The programme covers teaching and research of problems related to exclusionary practice, while inter-disciplinarily linking the findings of domestic and foreign scientific and professional research in the field of inclusive education (systemic, institutional and class factors of inclusion, teaching and learning theory, counselling, organisation, communication, group dynamics and other fields).

Partner institutions:
- University of Ljubljana, Medical Faculty
- University of Ljubljana, Faculty of Arts
- University of Ljubljana, Faculty of Computer and Information Science
- University of Ljubljana, Faculty of Education (coordinating faculty)
- University of Vienna, Austria
- Comenius University in Bratislava, Slovakia
- Eötvös Loránd University in Budapest, Hungary
- University of Zagreb, Croatia

Awarded title: master of cognitive science.
The joint degree (diploma) is awarded by the University of Ljubljana in the name of all the partner universities which already have an accredited programme.

Cognitive science:
Cognitive science is an interdisciplinary endavour that researches and tries to understand the (human) mind. More specifically, it focuses on various cognitive phenomena such as perception, thinking, problem solving, decision-making, learning, emotions, consciousness. Cognitive science is an interdisciplinary project that combines science, philosophy and technology. Its core discipliens are neuroscience, psychology, artificial intelligence, linguistics, philosophy, biology, anthropology and educational sciences. 

Main programme goals:
Goals of the programme are to educate graduates who a) do research in cognitive science as an independent discipline, b) are professionals capable of collaborative work in interdisciplinary projects, and c) are able to synthesize the findings of cognitive science and apply them to specific areas (e.g., ICT, knowledge management, interactive design, education, biomedical and clinical research, as well as in the field of economy).

In order to achieve the stated objectives, students will have to gain insight into the core disciplines involved; they will have to acquire skill in different experimental methods; and at the same time learn to engage in an interdisciplinary discourse and gain practical experience in interdisciplinary work, partly in an intercultural environments. Two years are a relatively short time to reach such sophisticated educational goals. Thus, a curricular architecture has been developed to help students meet these goals.

Curricular architecture:
The programme is a two-year joint master’s programme (120 ECTS). It is designed as a research-based curriculum with a strong focus on project and team work, aiming to support and cultivate interdisciplinary thinking. In the first year, students are introduced to the core disciplines, concepts, and methods of cognitive science. The second year is phenomenon and research oriented, which means that students focus on a cognitive phenomenon of their choice and study it from an interdisciplinary perspective. Students spend their third semester (30 ECTS) abroad at one of the partner universities (mobility semester).

To acquire the necessary knowledge and skills to succeed in interdisciplinary work, the programme is organised around three core themes: (1) disciplines, (2) methods (tools), and (3) integration. This organisation of the curriculum is depicted as “columns” in the image below.

1) Despite its interdisciplinary character, students need to complement their previous studies by acquiring basic knowledge in the core disciplines of cognitive science (“disciplinary oriented column”). In their first year, students can choose among the following basic disciplines: neuroscience, cognitive psychology, linguistics, artificial intelligence, and philosophy.

2) Students are introduced to programming and statistics and can acquire further methodological skills (e.g., first-person research, computational modelling, fMRI, EEG, philosophical argumentation, etc.) via courses and project work (“tools column”)).

3) Integrative courses open up discourse on research paradigms, concepts, models, and approaches specific to cognitive science. They are the core component of this curriculum. These courses focus on interdisciplinary interaction and integration, on reflecting one’s premises, and engaging in dialogue between scientific cultures (“integrative kernel column”).

Since it is a joint study programme, mobility (30 ECTS) is an obligatory part of the studies. Mobility is topic-oriented: students select a topic in the field of cognitive science which they research from the interdisciplinary point of view. Depending on their interest, the hosting university for their mobility semester can be selected to provide the students with the highest quality studies and project work in the area of the selected topic.

MORE: Joint master degree programmes (uni-lj.si)

Further info:
- International homepage
- Local homepage

 

The master study programme Preschool education is aimed at creating a critical mass of expert professionals who will work on the development of the profession and on the continuous development of quality early childhood education in Slovenia and its placement in contemporary processes in the world. In the programme the students are qualified to develop a system of early childhood education at the national level - in the direction of development policy, professional standards and ethical standards of the profession.

The students will be qualified for the operation at the community level, in the direction of promoting cooperation between professionals and institutions responsible for the welfare of preschool children.

The master study programme Social pedagogy is based on research in the field of social sciences. As students are trained to carry out various work in various areas of work in the sectors of social education activities, social, health, employment, penology, etc. and in a variety of organizational forms, the programme is based on interdisciplinary research findings of various sciences, e.g. of social pedagogy, sociology, psychology, social work, anthropology, philosophy, etc.

The study programme Special and rehabilitation pedagogy is based on research in the field of social sciences.

As students are trained to carry out various education and rehabilitation programmes for different groups of people with special needs at various ages and in a variety of organizational forms, the programme is based on interdisciplinary research findings of various sciences, e.g. of special and rehabilitation pedagogy, psychology, medicine, pedagogy, sociology, philosophy, etc.

The second cycle of the Speech and Language Therapy and Surdopedagogy study programme is designed to expand upon the theoretical knowledge, understanding, and skills gained in the first cycle. Students will be trained in the use of diagnostic tools and the delivery of more complex treatments in various areas of auditory and speech-language pathology. Through interdisciplinary study, students will deepen their knowledge and skills in the basic and applied disciplines of pedagogy, medicine, and linguistics. Upon completion of the study programme, graduates will be able to work independently as a speech and language therapist and pursue doctoral studies. The programme aims to teach students to critically follow and reflect on recent advances in theory and practice. At the same time, they will be encouraged to explore new sources of knowledge by applying scientific research methods to address more challenging issues in speech and language therapy, and surdopedagogy.
 

The second cycle Master's degree programme Teaching - Subject Teaching aims to train graduates to teach two subject areas independently, especially in the second and third educational tiad of primary school, to evaluate their own practice on the basis of modern education theories of individual disciplines, to identify, define and scientifically study challenges of their own practice and to plan strategies for solving these.

Starting from reflection and application of pedagogical methodology, the student is able to evaluate pedagogical effects of contemporary teaching strategies. The student also develops the ability to manage and organise experimental and field work, to work in an interdisciplinary team and to establish a partnership relationship with different stakeholders.

An important goal of the study programme is also to acquire the basic skills for further independent professional and research work related to didactics of individual disciplines.

The goal of the master study programme Teacher education orientation Primary teacher education with English is to educate graduates for independent teaching of all school subjects and English as a foreign language, solving educational problems and doing educational research in the first years of primary school.

Students develop the ability to manage and organise teaching process, to work successfully in interdisciplinary environments.

The core objective of the master study programme Teacher education orientation Art education is to empower students to recognize and use appropriate scientific research methods in the field of art education, and assume responsibility for quality teaching/learning processes that are based on evaluating and reflecting on own professional and teaching work and career development.

The studies focus on developing artistic and pedagogic knowledge connected to knowledge, understanding and usage of different art grammars, understanding the status of images in modern cultures and including multicultural content in the learning processes, reflecting on own art practice, researching art problems on all levels of art education and schooling and connecting the local and foreign art didactics with the achievements of general didactics, development psychology, art history and other areas.

The students will develop managerial and organizational skills, the ability to work in an interdisciplinary team, establish partnerships with different groups, reflect on values that apply to activities in education and schooling, and evaluate the schooling practice in art classes and other forms of arts activities.