phd in digital learning

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PhD in E-Research and Technology Enhanced Learning

Join our part-time Doctoral Programme in E-Research and Technology Enhanced Learning to carry out your own research and achieve a PhD. (Undertaken over a minimum of four years).

We have designed this programme for anyone in the world who wants to develop their research practice in this area. Although you will mainly learn online, you will also benefit from two short face-to-face residential meetings (one in the first year and one in the second year) where you will get to know your tutors and fellow doctoral researchers, and take part in a range of interactive sessions. These are valuable core elements of the programme.

Download the TEL Enquiry Handbook (2025)

Key information

Who is this programme for.

The programme is purpose-built for professionals responsible for educating or training others in any sector. You will want to study to an advanced level and carry out a piece of research of the highest possible standard in an aspect of your professional practice. We have been running this pioneering programme for 15 years and have had doctoral researchers from a whole spectrum of backgrounds - from computing to law, nursing to higher education. We have found it is very relevant for people wanting to develop distance or blended learning in programmes they manage.

Whatever your background, you will be eager to work towards a PhD and focus on researching educational uses and practices of technology enhanced learning in educational settings and sectors. You’ll finish the programme with new insights, new opportunities, and new career possibilities.

Meet some of our Alumni on the Centre for Technology Enhanced Learning People webpages.

What makes this course different?

This is not an online version of an existing programme. Our programme was developed as an online programme for part-time professionals who will be studying mainly at a distance. You will be part of a cohort which means you’ll join our online learning community, receiving ongoing feedback from tutors and other doctoral researchers.

We have designed a two-year structured set of modules which introduce research themes in educational uses and practices of technology enhanced learning.

You will decide the focus of your research, but we will be here to advise you every step of the way. For example, past doctoral researchers have researched the use of a virtual learning environment for legal training, technology to assist the elderly at home, and the use of Twitter for early career researchers.

What is Technology Enhanced Learning?

‘Technology enhanced learning' (TEL) encompasses all uses of information and communications technologies in learning and teaching. It is also sometimes referred to as 'e-learning', 'online learning' and 'advanced learning technology'. Many other terms are used around the world to describe this quickly growing and highly impactful phenomenon.

Our programme focuses on 'networked learning' – connections within an online learning community on the Internet. Joining us, you will explore human aspects of technology in learning, the values underpinning the use of technology, and how technology and learning shape each other.

What is e-Research?

E-Research is an emerging field which involves applying advanced technologies to existing research methods and approaches. Our programme examines trends in this field and explores how to use technologies for research into technology enhanced learning.

E-Research aims to advance and augment rather than replace traditional research methodologies. Improving knowledge in this area helps researchers perform research more creatively, efficiently and collaboratively across long distances, and share their research outcomes.

Residentials

Although you will join us predominantly online, the residentials are compulsory, and they are an important part of your study. There are two four-day residential meetings in Part One of the programme, one in the first year and another in the second.

You will join us on campus in Lancaster to get to know your tutors and meet other doctoral researchers. At the same time, we will introduce you to wider thinking about e-Research and TEL research, as well as discussing modules, the virtual learning platform and associated technologies.

The first year residential dates for our 2025 intake are 31st March - 3rd April, 2025 The second year residential dates for our 2025 intake are still to be confirmed

The first year residential dates for our 2024 intake are 8th - 11th April 2024 The second year residential dates for our 2024 intake are 1st - 4th April 2025

Further information about timetables, accommodation, travel and visas is available on our Residentials web page.

How to Apply

The next start date is January 2024 (CH17).

Entry requirements

Apply online.

For admission to this programme applicants should normally have:

• a good honours degree from a British university or CNAA, and a good taught Master's degree; or
• qualifications of a comparable standard from a university or recognised degree awarding body in another country.

Preference will be given to applicants who have degrees in cognate areas (normally social science).

Language proficiency

Applicants will need to have an acceptable fluency in written and spoken English.

For students whose first language is not English, an English Language Test Certificate will be required, that is, IELTS Academic with an overall score of 6.5 with at least 6.0 for reading and writing.

Further information can be found at: English Language Requirements .

Please apply using the online system .

The next start date is 1st January, 2025.

Typical Cohort Number: 30

As this is a PhD by coursework and thesis we do not require a research proposal at this stage, but you should explain why you wish to join the programme and how you hope to benefit from it.

Please contact the admissions team if you have any questions about applying to study at Lancaster University.

Fees and funding

The fee for each cohort is set annually by the University and represents the part-time fee for that academic year. Once a student is on the programme the fee will be increased in line with inflation for each subsequent year of the course.

The course fee for:

• 24/25 is £5,410 per academic year, for four years minimum, for UK students and £9,670 per academic year, for four years minimum, for international students.

Fees are subject to a small increase each academic year.

To help finance your postgraduate study at Lancaster, you can apply for funding from charities and other funders: further details are available on the Fees and Funding webpage.

Applicants from the European Union can read more information about Research Fees (from Lancaster University) following the 2016 Referendum.

When you apply you will need to indicate your likely source of funding for your fees. If you are not self-funding you should investigate possible sources of finance as soon as you can for the full period of your study. Many students have been supported by their employing institutions.

Find out what our graduates say about studying on our PhD programmes

Several doctoral researchers have published journal articles arising from their module assignments and theses.

Structure and modules

The programme is divided into two parts and has a modular structure in Part 1. All modules are compulsory and they are assessed along with the thesis proposal and the final thesis.

• Part One (years 1 and 2) consists of four modules that offer participants guided study in key areas of technology enhanced learning research.
• Part Two (year 3 Onwards) - participants carry out an original piece of research under the supervision of a member of staff and produce a thesis with a maximum limit of 50,000 words.

View a list of some of the PhD theses from the TEL programme.

Online and Distance learning

The Educational Research Department has considerable experience of supporting online and distance learners and we aim to make all our students feel that they are full members of the Department and part of the postgraduate community. Wherever possible we facilitate online participation at events and seminars organised by the Department.

All students have access to Moodle which is our Virtual Learning Environment. Many resources, for example, journal articles; required for postgraduate study, will be available online through the OneSearch facility offered by the Library . Additionally, the Library provides extra services for Distance Learners.

Visit our Computer requirements for studying online page for further information.

Rebecca Marsden is the Online Learning Support Officer for the Department of Educational Research and she can be contacted with queries about online learning.

The Academic skills webpages provide a wide range of online study opportunities across a range of topics. These include digital skills, referencing, research training and critical thinking.

Current Programme staff

The staff who teach and supervise programmes and modules can vary due to staff changes including research and other types of leave. However all academics leading modules are highly-qualified specialists in their fields.

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Dr Brett Bligh

Centre for Higher Education Research and Evaluation, Centre for Technology Enhanced Learning

Dr Kathy Chandler

Centre for Technology Enhanced Learning

Dr Katy Jordan

Dr Georgia McCrone

Dr Philip Moffitt

Professor Don Passey

Centre for Social Justice and Wellbeing in Education, Centre for Technology Enhanced Learning

Dr Julie-Ann Sime

If you have any questions, or would like further information about this programme, please contact the Programme Co-ordinator, Alice Jesmont. Tel: +44 (0) 1524 592893 Email: a.jesmont@lancaster.ac.uk

PhDs in Educational Research

PhD - Traditional Route

PhD Education and Social Justice

PhD Higher Ed: Research, Evaluation & Enhancement

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Learning sciences and technologies, doctor of philosophy (ph.d.), you are here, a doctoral program emphasizing research and innovation in education through technology, data, and curriculum design..

The Ph.D. program in Learning Sciences and Technologies is designed to build and study the learning technologies of tomorrow, to analyze large-scale educational data, to develop expertise in learning analytics, and to develop cutting-edge curricula and learning materials.

What Sets Us Apart

About the program.

The program is designed to draw together course work, research apprenticeship, and other professional academic activities to build a comprehensive learning experience that is tailored to students’ interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences in the Learning Sciences and Technologies program address a range of practice-based and theoretical problems in schools, in online learning, and in community settings. Coursework and research experiences consider learning in its full richness and context, using sociocultural, cognitive, and psychological perspectives. Taking an interdisciplinary stance, faculty and students explore how to enhance learning, motivation, and engagement, for the world's diversity of learners, in a range of formal, informal, and online educational settings. Our graduate students study learning in traditional contexts using new technological approaches, and they study new and emerging pedagogies for learning such as constructionist environments, simulations, massive online open courses, serious games, and intelligent tutoring systems. Because of the significance we attach to the building of knowledge from experiences as educators and educational designers, we expect most students to have, on admission to the program, either teaching/instructional experiences (in or outside of school settings), educational design/development experience, or experience as a learning analytics practitioner. Students will build a program of study that includes courses in teaching and learning, social foundations, and research methods. Students in the program participate in field-based research and collaborative projects with practitioners in schools or other educational settings, and/or work with large-scale educational data sets. Students learn not only from a rigorous program of study, but also from active participation in a community of learners including practicing and prospective teachers, and educational designers and researchers.

The Ph.D. in Learning Sciences and Technologies focuses on the preparation of researchers and researcher/developers in education. The program includes formal courses, mentored research, and informal seminars. Ph.D. students are required to hold a master’s degree prior to beginning the Ph.D. program, and are expected to have experience in educational practice. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs. For more information about courses and requirements, visit the Learning Sciences and Technologies Ph.D. program in the University Catalog .

• Learning Sciences: Past, Present, and Future • Foundations of Teaching and Learning • Education, Culture, and Society

Methods courses (3 required)

• Core Methods in Educational Data Mining • Mixed Methods • Social Network Analysis • Qualitative Modes of Inquiry • Quantitative Modes of Inquiry

Design (2 required)

• Design of Learning Environments • Maker Studio • Integrated Design Studio • Design Thinking and Product Development

Applications (2 required)

• Games for Learning • Entrepreneurship in Education • Technologies for Language Learning and Teaching • Digital Literacies • Big Data, Education, and Society

Professional Practice

• Research Apprenticeship Course

Our Faculty

Our award-winning faculty design and research formal and informal learning environments. Innovations developed by our faculty range from online learning communities and teacher professional development workshops to more effective curricular and pedagogical approaches. They work in school clubs, museums, classrooms, and virtual worlds across multiple educational settings. With grant-funded projects, as well as ties to Philadelphia schools and institutions, the faculty offer students direct access to nationally significant research on education. Their work connects closely to Penn GSE’s broader focus on equitable access to education across social strata.

Affiliated Faculty

Betty Chandy Director for Online Learning, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Vice Dean of Innovative Programs and Partnerships, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Sarah Schneider Kavanagh Associate Professor Ph.D., University of Washington

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Abby Reisman Associate Professor Ph.D., Stanford University

Janine Remillard Professor Ph.D., Michigan State University

Our Graduates

The Ph.D. program in Learning Sciences and Technologies prepares graduates to work in learning sciences research and development in universities, industry, and non-profits. Graduates of this new program are anticipated to work in teaching and research positions in institutions of higher education, or in research and development positions in industry and non-profits. Graduates will learn to build and study the learning technologies of tomorrow, to analyze large-scale educational data, and to develop cutting-edge curricula and learning materials.

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ed.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

Related Topics

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PhD PROGRAM IN LEARNING SCIENCES AND DIGITAL TECHNOLOGIES

- 3 research curricula - 33 positions with fellowship - 4 positions without fellowship, an interdisciplinary approach on educational issues.

The Ph.D. program enhances the development of interdisciplinary knowledge and skills of analysis, design, and technical application that enable students to access specialized employment opportunities.

32 Italian universities and research institutions in an international perspective

Collaboration with faculty from international universities and research centers and periods of training and research abroad are encouraged in the doctoral program.

E-TEACHING AND E-LEARNING (ETEL)

Technology enhanced learning & advanced technologies for education (tel-ate), new literacies & digital citizenship (nelit), call for admission 2024, seminars on e-teaching, technology and new literacies, kick-off meeting in bologna on november 13-14, 2023.

• Call for admission 2024 04 July 2024
• Seminars on e-Teaching, Technology and New Literacies 18 May 2024
• Documents XL Cycle (A.Y. 2024/25)
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• Document Directory
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Presentation

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Call for applications, request access, doctoral programme in education and ict (e-learning).

The Education and ICT ( e-learning ) doctoral programme focuses on the study of the phenomena linked electronic teaching and learning, the institutional or social framework, and technology-mediated online learning systems in general in any geographic or cultural setting, while also opening up this focus to include any innovative research that uses ICT in the framework of education. To do so, the programme offers interdisciplinary work that currently covers fields of knowledge as diverse as psychology and pedagogy or computer engineering, law, tourism, economics, mathematics and the humanities, among others.

The challenges facing education in the 21st century are closely linked to competent and rational use of Information and Communication Technologies as we know them, and the different forms that these technologies might take in the immediate future. This connection between education and ICT will not remain the same over time, rather it will become more complex, taking on new challenges that are hard to foresee at present. The mutually influencing evolution of education and ICT requires professionals who are knowledgeable and curious about technological advances, while also being committed to the social ends inherent in all levels of education, clearly including non-formal forms of education. Likewise, study and analysis in the field of education requires interdisciplinary and intersectoral work that opens the door to companies that develop and apply knowledge in any of the different areas of learning.

The Education and ICT doctoral programme focuses on online teaching and learning , the institutional or social framework, and technology-mediated online education systems , in general, in any geographic or cultural setting. It is open to any innovative research that involves the use of ICT in education. With this in mind, the programme supports interdisciplinary work that covers fields as diverse as psychology, pedagogy, computer engineering, law, tourism, economics, mathematics or the humanities, among others.

Competences

The doctoral programme develops the following basic competencies (as per Spain's Royal Decrees RD 99/2011 and RD 576/2023):

C1. Systematic understanding of a field of study and mastery of the research skills and methods related to this field.

C2. Conceiving, designing or creating, putting into practice and adopting a substantial research or creation process.

C3. Contributing to expanding the frontiers of knowledge through original research.

C4. Developing a critical analysis and assessment and synthesizing new and complex ideas.

C5. Communicating with the academic and scientific community and with society in general regarding the student's areas of knowledge, employing the formats and languages habitually used in their international scientific community.

C6. Fostering scientific, technological, social, artistic or cultural progress in a knowledge-based society, in academic and professional settings.

C7. Fostering open science and citizen science (in accordance with Article 12 of Spain's Organic Law 2/2023, of 22 March) so as to contribute to the status of scientific knowledge as a common good, with assessment of the doctoral student's performance of interdisciplinary activities relating to the different aspects of open science and citizen science, and the development of skills in both disciplines through microcredentials or similar.

Admission profiles

We welcome candidates who are already involved in education; this includes teachers and other education professionals from any type of university or school, who may be professionally active or not, and wish to learn more about technology-mediated education or e-learning. We also welcome public- or private-sector professionals involved in senior management, coordination, policy-making, advisory services, consulting and evaluation of e-learning projects, instructional design or development of digital education resources and environments.

The programme is open both to those interested in building a long-term career in the field of research, in either the business world or academia, and to professionals in this sector seeking to boost their career prospects with doctoral-level education.

Career opportunities

Coordination of online learning programmes for schools, teaching training, universities, vocational training or lifelong learning for businesses.

Primary or secondary school management, including the development of digital transformation plans.

Consultancy for schools or cultural/socio-educational organizations on the development and assessment of online learning projects.

Coordination of innovation or research projects associated with the use of digital technology in education or socio-education-related fields.

Consultancy for public administrations and governmental and non-governmental bodies with an international or global scope in relation to online education and training.

Senior management and consulting in the publishing and development of digital education resources and curricular materials or online learning environments. 

University teaching.

Official qualification

The UOC Doctoral Programme of Education and ITC (e-Learning) is a programme that has been approved by the Spanish Universities Council, and its implementation has been authorized by the Government of Catalonia, in accordance with current legislation.

The UOC's bachelor's, university master's degrees and doctoral programmes have full academic validity throughout Spain; where such is the intention, they are qualifications to perform regulated professions, in accordance with the regulations applicable in each case. 

The certificates for these programmes are issued together with a Diploma Supplement (DS), providing details of what the student studied, their results, the professional competencies obtained and the qualification's level in the Spanish higher education system; the aim of this is to facilitate recognition of the qualification and promote students' and graduates' mobility within the European Higher Education Area (EHEA). 

In other countries, the validity of the official university qualifications issued by the UOC will depend on each specific country's education laws.

18 Sep 2025

Admission: March 5, 2024

Languages: Catalan, Spanish, English

Official qualification programme

Fully online method

World's first ever online university

Personalized guidance and support

According to the World University Rankings 2024, the UOC is in the top 7% of the world's leading universities.

Programme quality

The quality of this degree programme is endorsed by the Catalan University Quality Assurance Agency (AQU), which ensures that rigorous standards, including those demanded by the EHEA, are met.

• Academic results
• Satisfaction results

AQU quality seal

Catalan University Quality Assurance Agency .

• Training supplements
• Research Courses

Itinerary and duration

• Lines of investigation

The study plan is based on a series of training and research activities (courses, seminars and thematic and methodological workshops) aimed at training for research in the field of education and technology, which support the preparation and defence of the doctoral thesis in order to obtain the doctoral degree.

The learning format of the doctoral programme is generally distance and online, with support provided by the teaching staff, thesis supervisors, tutors and other members of the research community. The course can be taken on a part-time or full-time basis. Students on the full-time programme are advised to obtain a grant that enables them to work on the doctoral programme on a full-time basis. Some grants, such as the UOC doctoral degree grants, may require the student to live in Barcelona, so some training and academic activities in the programme are also available in in-person format. 

The programme is run in Catalan, Spanish and English, and the learning resources may be in any of these three languages.

The programme is run in Catalan, Spanish and English, and the learning resources may be in any of these three languages. A high level of English language proficiency is therefore required.

Each doctoral student, with the guidance of their thesis supervisor and their cohort tutor, draws up a personalized training plan based on their selection of the most suitable activities for their doctoral thesis project, which will in turn contribute to the development of skills necessary for participation in academic life. Within these activities, presenting papers at conferences and publishing articles during the programme are considered essential training experiences that must be carried out before the doctoral thesis is defended.

Various types of training activities are available when drawing up the personalized training plan: foundation and methodological courses, bridging courses, seminars, workshops and courses for professional development as a researcher. Some of these activities are compulsory, but most are optional.

Students are advised to consult their assigned tutor regarding the right time to develop the various activities included in their training plan.

Students' learning pathways may include bridging courses. These bridging courses are based on the specific training needs associated with the entry requirements and are assigned by the Doctoral Degree Academic Committee.

If, for example, the student does not have the required B2 level of English, they will be required to study the courses offered by the UOC's Centre for Modern Languages: English B2.1. and English B2.2.

In any event, to complete the doctoral studies, we recommend that students achieve a C1 level of English, which can also be achieved through the English C1.1 and English C1.2 courses.

Fundamental methodological courses

These are highly recommended advanced courses in research methodology, which, if applicable, must be taken between the first year (full-time students) and the second year (part-time students).

Research, transfer and entrepreneurship courses

The UOC also offers research, transfer and entrepreneurship courses in English aimed at students, researchers and faculty to foster  research in scientific, academic and business fields .

Research, transfer and entrepreneurship courses can be recognized as free elective credits on bachelor's degree courses. If you are studying a doctoral degree at any university and have obtained a competitive grant, you can also study it as part of your training resources.

You can check all the courses in the website:  https://estudios.uoc.edu/en/doctoral-programmes

The following seminars differ in the extent to which they are compulsory or optional. 

"PhD Seminars" are compulsory as they form part of the doctoral degree assessment and monitoring process.

1 These seminars are assessed and synchronous and will be on-site and online.

Students studying full-time will complete the programme in a maximum of 4 years, and in a maximum of 7 years if studying part-time, from admission to the programme to the doctoral thesis's defence. This timeframe does not include maternity or paternity leave, or any long-term sick leave that the programme's Academic Committee may consider appropriate to approve.

The Academic Committee may also authorize an extension of these periods for the maximum number of times stipulated by the applicable legislation, and under the conditions determined by the relevant doctoral programme.

The personal training plan is established for each doctoral student after they have enrolled in the programme. This document lists all the training activities, established by the thesis supervisor and approved by the Academic Committee, for the doctoral student's development.

Before the end of the first year, the doctoral student must produce a research plan that includes the aim, questions and objectives to be achieved, the proposed methodology and the resources and time planning to produce the thesis. A positive assessment by the Academic Committee of the research plan submitted in the first year is an essential requirement for continuing in the programme.

The doctoral student must take and successfully complete the specific training activity that is included in their personalized training plan during the programme.

Each doctoral student also creates and maintains an "Activities Document", in which they record all the training activities they carry out as part of their training pathway. In this document, they also reflect on their progress in the research plan and in research development by means of all the activities carried out.

The programme's Academic Committee assesses the progress made in each doctoral student's research plan and Activities Document every year, as well as the reports that the thesis supervisor must issue to that end.

Activities in face-to-face teaching mode

Activities in distance teaching mode, research lines, doctoral school management, program direction, academic committee, thesis directors team.

PhD in Computer Engineering (UAB). He teaches courses on artificial intelligence, infographic, computer vision and business intelligence. He is currently the director of the UOC Doctoral School. His research focuses on the study of computer vision algorithms dedicated to the analysis of human behaviour, facial perception and object and scene recognition.

She has a PhD in Pedagogy from the University of Barcelona. She is currently director of the UOC's doctoral programme in Education and ICT (E-learning) and associate professor of Education and ICT in its Faculty of Psychology and Education Sciences. She has been the Innovation coordinator at the UOC's eLearn Center and an associate professor in the University of Barcelona's Faculty of Education.

Antoni Badia Gargante

He is a qualified teacher of Mathematics and Science, and Physical Education (Universitat Autònoma de Barcelona, UAB), has a degree in Psychology (UAB), a master's degree in Educational Psychology Research (Ramon Llull University), and a PhD in Psychology (UAB). He's a Professor in the UOC's Faculty of Psychology and Education Sciences, and a member of the SINTE interuniversity research group. In 2010, he was a visiting professor at the University of Colorado (Denver, USA) and, in 2018, at the University of British Columbia (Vancouver, Canada). Area of expertise: Educational Psychology. He currently teaches on the Bachelor's Degree in Primary Education. He has four main research interests: teacher identity, teacher learning, teacher as inquirer, and technology-enhanced learning.

Atanasi Daradoumis Haralabus

Doctor in Computer Science from the Polytechnic University of Catalonia (UPC). His teaching activity focuses on subjects in the field of information management systems. His research interests revolve around emotional intelligence, alternative (holistic) education, learning analytics, e-learning, collaborative, affective and adaptive systems, and computer-supported collaborative learning (CSCL).

Enric Serradell López

Dr Enric Serradell López is an economist and associate professor in the Faculty of Economics and Business at the Universitat Oberta de Catalunya. He has a PhD in Business Management from the University of Barcelona.

His work brings together professional and academic activities. His main lines of research are business management, e-learning and skills development, problem solving and the innovative use of ICT products and applications in management, particularly in business simulators and business games. He is director of the MeL (Management & eLearning) research group, whose aim is to analyse and design innovative environments for decision-making and the creation and development of skills related to personal and professional decision-making. His research has been published in academic journals and presented at leading international conferences.

Gerard Josep Ferrer Esteban

Gerard Ferrer-Esteban is a lecturer at the Faculty of Psychology and Education Sciences at Universitat Oberta de Catalunya (UOC). He holds bachelor’s degrees in education sciences and social education, and a PhD in Sociology from Universitat Autònoma de Barcelona (UAB), with a focus on school autonomy and inequalities. He coordinates the LES (Laboratory of Social Education) research group at UOC and contributes as a research fellow to GEPS (Globalization, Education and Social Policies) and GLANCE (Global and Comparative Studies in Education) research groups at UAB. His research areas include educational policy, school segregation, educational inequalities, community education, and teaching strategies. Ferrer-Esteban has experience in research and academia in Spain and Italy, working as an adjunct professor, lecturer, and researcher in comparative education, education theory, intercultural education, and research methods. He has also contributed to education policy and school effectiveness research at the Agnelli Foundation in Italy. He has been involved in R+D projects and contracts funded by institutions such as the European Research Council (ERC) and the Spanish Ministry of Economy and Competitiveness, covering topics from school autonomy to social segregation and school improvement.

Gisela Grañena Gimeno

Ph.D. in Second Language Acquisition with a certificate in Statistics and Evaluation from the University of Maryland, M.A. in Intercultural Communication from the University of Maryland, Baltimore County and postgraduate degree in TEFL (Teaching English as a Foreign Language) from the University of Barcelona. She has been a professor at UOC since 2013 where she coordinates the B1 English language courses. She is also the director of the master's degree in Technology-mediated language teaching and learning and the principal investigator of the TechSLA research group. Her research interests include the role of cognitive aptitudes in second language learning; the creation of optimal psycholinguistic environments in distance language learning; aptitude-treatment interactions; task-based language teaching (TBLT); measures of implicit and explicit language knowledge; and the effects of early and late bilingualism on long-term L2 achievement.

Iolanda García González

Julio meneses.

Full Professor of Research Methods at the Faculty of Psychology and Education Sciences of the Open University of Catalonia (UOC), Director of Learning and Teaching Analysis at the eLearning Innovation Center (eLinC), and researcher of the Internet Interdisciplinary Institute (UOC).

Lucrezia Crescenzi-Lanna

Ramón y Cajal Research Fellow (UOC) with extensive experience in coordinating international projects in early child education and technology. She has a background in Developmental Psychology (La Sapienza University), obtaining a PhD in Education Communication and Art (UB). She is currently the director of the Child Tech lab (UOC). Her research focuses on the study of young children's learning with technology in kindergartens, children's socioemotional and cognitive behavior during collaborative activities with digital play, and the ethical implications of educational research using advanced technology (artificial intelligence) with children.

Marcelo Fabián Maina

Director of the Master in Education and ICT (eLearning). Associate professor of the Faculty of Psychology and Educational Sciences. Doctor in Information and Knowledge Society from the UOC. M. Sc. Communication from the University of Montréal. Member of the research group consolidated by the Generalitat of Catalonia  Edul@b  (SGR 01111) Fellow of EDEN Digital Education Europe.

Jordi Mogas Recalde

Núria Molas Castells

Adriana Ornellas Rios da Silva

Agusti canals parera, albert sangra morer, aleksandra malicka.

Ph.D. in Applied Linguistics.

Alicia Aguilar Martinez

Amalia susana creus, ana elena guerrero roldán, anna espasa roca, elena barberà gregori, enric mor pera, eulalia canals fornons.

Ph.D. in Linguistics from the Graduate Center of the City University of New York (2007). After working as a Spanish and academic writing teacher at different colleges in New York (Hunter College, Brooklyn College and NYU), she held a postdoctoral researcher and teaching position in the Language Didactics Department at Universitat Autònoma de Barcelona for three years. She was the content manager for Open Education Europa portal and chief editor of the e-journal eLearning Papers from 2012 to 2014. She currently teaches at the Centre for Modern Languages, where she coordinates advanced English courses

Eva Bretones Peregrina

Guillem bautista perez, jordi conesa caralt, jordi planella ribera.

Josep Cobarsí Morales

PhD in Business Organization. He teaches courses on information systems and knowledge management. His research is in information systems, knowledge management, information behaviour, competitive intelligence, crisis management and health informatics.

Julià Minguillón Alfonso

PhD in Computer Engineering (UAB). His teaching activity focuses on subjects related to management, data mining and data visualization. His field of research revolves around educational data mining, Learning Analytics and the analysis of users behavior in educational or collaborative virtual environments such as Wikipedia .

Llorenç Andreu Barrachina

Lourdes guàrdia ortiz, m. elena rodríguez gonzàlez, marc romero carbonell, maria jesús marco galindo.

Graduated in Computer Science, with a Master's in Business Management and Organization (UPC) and a PhD in Education and ICT (UOC). Her teaching activity focuses on programming, transversal skills, and project management. Her research revolves around the didactics of programming and curriculum engineering. In 2021, she received the Jaume Vicens Vives Award for University Teaching Quality from the "Generalitat de Catalunya", which recognizes excellence in university teaching, and in 2023, the AENUI Award for Teaching Quality and Innovation from the "Asociación Española de Enseñantes Universitarios de la Informática".

Marie Christine Appel

Graduate in English Language and Literature from the University of Aarhus and M.Phil. in Applied Linguistics and Ph.D. from Trinity College, University of Dublin. Her main research interests are the use of ICT in education, communication within virtual environments, second language acquisition and corpus linguistics.

María Jesús Martínez Argüelles

Mireia Montaña Blasco

PhD in Communication. Member of the Faculty of Information and Communication Sciences, and academic director of the Master's Degree in Strategy and Creativity in Advertising.

My research activity focuses on the impact that the media have on people's well-being, particularly among the more vulnerable population groups: children, young people and the elderly. My main research interests lie in new media practices, media consumption and the influence of persuasive communication on people. I have studied the relationship between advertisements of hedonistic, low nutritional quality food and the consequences in children.

Since 2013, I have been a member of the Learning, Media and Entertainment (GAME) research group at the Universitat Oberta de Catalunya. 

In 2019 I was a visiting scholar at Leuven School for Mass Communication Research, KU Leuven in Belgium.

Montse Guitert Catasus

Ph.D. in Education Sciences from the University of Barcelona (1995). Director of the Digital Skills area and coordinator of the ICT Skills course since it began in 1995. She also teaches on the Master's Degree in Education and ICT, coordinating the Online Teaching pathway. She has been the principal investigator of the Edul@b research group since 2009.

Montse Vall Llovera Llovet

Ph.D. in Psychology. Former UOC Assistant Vice President for Postgraduate Studies and Lifelong Learning. Member of the UOC's Faculty of Psychology and Education Sciences.

Rosa Maria Mayordomo Saiz

Teresa guasch pascual.

Teresa Romeu Fontanillas

Teresa sancho vinuesa, more than 30 years' experience in e-learning.

In 1995 the UOC was launched as the world's first fully online university . More than 30 years later, we are still pioneers in digital education.

Our eLearning Innovation Center oversees the evolution of our educational model, to ensure unique, high-quality, connected and networked learning experiences.

Times Higher Education

According to the Young University Rankings, published by Times Higher Education, we are sixth best in Spain.

Shanghai Ranking

We are among the world's top 150 universities for communication and the top 200 for education.

U-Multirank

Excellent ratings in knowledge transfer, regional engagement, and teaching and learning.

Access requirements

Admission requirements

• Access documentation

Evaluation criteria

General requirements.

To be admitted to the organized research period of the Doctoral Programme in Education and ICT (e-learning), students must meet both the general University and specific programme requirements.

To this end, students must first submit proof of meeting one of the following sets of requirements:

a)    Hold a an official university master's degree issued by a higher education institution in the European Higher Education Area (EHEA) and have passed a minimum of 300 ECTS credits out of all official university courses.

b)    Hold an official Spanish university degree, or one from an EHEA member country, that allows them admission to a master's course, and have passed a minimum of 300 ECTS credits out of all official university courses, of which at least 60 must be at the master's level.

c)    Hold an official Spanish graduate degree of at least 300 ECTS credits in line with EU legal regulations.

d)    Candidates with degrees from education systems outside the EHEA, whose degrees do not require homologation (official recognition by the Spanish Ministry of Education), must hold a level of education equivalent to Spanish university master's degrees that authorizes admission to doctoral studies in the country issuing the degree.

e)    Be a university graduate and have passed with a positive assessment at least two years of education on a programme to be awarded the official degree of any of the health sciences specialities.

f)     Hold a Spanish doctoral qualification in accordance with the previous university system.

g)    Be a graduate, architect or engineer and be in possession of the Advanced Studies Diploma (DEA), awarded in accordance with the provisions of Royal Decree 778/1998, of 30 April 1998, or have obtained research proficiency, regulated in Royal Decree 185/1985, of 23 January 1985.

Candidates who have not successfully completed the initiation to research credits for a university master's degree programme will have to take those bridging courses specified by the programme, if any.

The continued enrolment on the doctoral programme of candidates who hold only an official university bachelor's degree that, in accordance with EU law, consists of 300 ECTS credits or who have not taken and successfully completed at least 20 initiation to research credits as part of a university master's degree programme is contingent on the successful completion of the relevant bridging courses for the initiation to research module, pathway or subjects for the corresponding training period.

According to Decree 822/202, of September 28, students with a disability equal to 33% or more have a reservation of 5% of the places.

As well as the general and additional requirements established by the University, the doctoral programme in Education and ICT (e-Learning) establishes the following specific requirements:

• If you're not a citizen of an English-speaking country, you must provide proof of a level of English equal to or higher than B2 in accordance with the Common European Framework of Reference (CEFR).
• If you have attended school or have completed a bachelor's or master's degree (or equivalent qualification with regards to enrolment in the doctorate programme) in English in a country where English is an official language, you will be deemed to have an equivalent level to the one required.
• You may also demonstrate your linguistic competency in English by means of another official certificate that proves you have a level equivalent to or higher than the one required. You can consult this equivalency table to see examples of certificates that correspond to these levels.

Candidates for the part-time (online) doctoral programme who do not meet the required level will have the opportunity to access the doctoral programme with a B1 level i f they undertake to attain a B2 level before completing the research plan at the end of the first year. According to regulations, if the student does not attain this level, the research plan cannot be approved.

If you wish to enrol in the programme on a full-time basis, you must provide proof of a level equal to or higher than B2 from the time of application.

The UOC's Centre for Modern Languages offers English courses to attain the minimum level required for admission into the different doctoral programmes.

The UOC offers an online English language proficiency test, which can be accessed via this link , to accredit your knowledge of English. A score of between 72 and 94 accredits a level corresponding to B2 as defined by the CEFR. When taking this test, you must specify the code that corresponds to the UOC (Universitat Oberta de Catalunya): 4418. This code does not exempt the student from paying the corresponding exam cost and fees.

Meeting the above requirements does not guarantee admission to the doctoral programme. These requirements must be met in order to apply for admission to the doctoral programme.

If you apply for a UOC grant, you must accredit a level equal to or higher than B2 from the time of application. For other grants, financial aid or research contracts, please consult the terms and conditions and requirements for each case (level of English and part-time or full-time format).

Admission documents

- A photocopy of your DNI, NIE or passport.

- A certificate attesting to the level of English required by the doctoral programme (B2).

- Academic transcripts of your previous studies, indicating subjects and marks, evaluation call, type of subject, number of credits and average mark.

- Endorsement letter issued by the UOC researcher supporting you as a candidate and your doctoral research project. This letter is essential for you to be considered for admission. To request this letter, you must review the research lines described here , choose the thesis proposal that best suits your research interests and contact the responsible researcher.

- Research project .

- Research project . A document of no more than five pages describing your research idea and how it relates to the thesis proposal you have chosen. This document is essential for you to be considered for admission and must include the following sections:

Purpose and justification of the research, explaining how it fits into the chosen line of research and thesis proposal.

Theoretical background and brief state of the art of the chosen topic.

Research problem and questions.

Outline of research methodology and context.

Expected results.

References.

- Contributions and supporting evidence . You must complete and submit the contributions template in order to be considered for admission. (You can edit this template with Adobe. You can also find it in a Word format in the Virtual Campus under Admission Requirements section)This will contain a selection of contributions, chosen at your own discretion and accompanied by a brief explanation, which should demonstrate and enable assessment of your prior knowledge, experience and skills as they relate to doctoral study. You must provide evidence for each contribution. This evidence may be tangible (where possible) or merely mentioned. Examples of evidence include previous research (in Catalan, Spanish or English), letters of recommendation, products resulting from a project or study, or activities included in your CV.

- Curriculum Vitae This should include details of your education and professional and/or academic experience.

- Letter of motivation/introduction A brief, two-page presentation of your professional and educational background in research and in the field of education and ICT, including your motivation to undertake research and focus on the chosen topic, to apply for the doctoral programme and, if applicable, to apply for a grant. You should describe your aspirations and explain how the doctoral programme fits into your career plans. It is also important to indicate your availability and the conditions under which you intend to pursue the doctorate, including whether it will be full-time or part-time (distance learning).

- Evidence that you meet the admission requirements Further information can be found in the relevant section of the Campus Secretary's Office. If you have obtained a degree in a higher education system outside the European Higher Education Area (EHEA) and it has not been officially recognised (homologado), you will need to authenticate it through diplomatic channels (or, if necessary, through the Hague Convention Apostille). If you have certificates, degrees or academic transcripts that are not written in an official language of Spain or in English, they must be accompanied by a certified translation into Catalan, Spanish or English. Failure to submit these documents, or discrepancies between them and the information given in the application form, may result in non-admission to the doctoral programme. Finally, we recommend that you include a document containing a list of all the documents submitted.

All applications that meet the requirements will be evaluated by the doctoral programme's academic committee according to the criteria and merits listed in the table below:

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EVALUATION AND SELECTION PROCEDURE

In the first phase of evaluation, candidates will be assessed based on the documents they have submitted. An assessment rubric will be used to score various dimensions, resulting in an overall score for each candidate that will be used to rank the applications.

In the case of candidates applying for a grant (and in other cases where the committee deems it necessary), a second phase of evaluation will be carried out, consisting of an interview with the candidate. This interview is conducted by a member of the academic committee and the UOC researcher who has endorsed the candidate. The aim is to further examine and enquire about the merits, skills and motivations presented in the documents submitted.

The qualitative mark (A, B, C or D) awarded to the candidate for the interview, which will also be carried out using the rubric, will allow the evaluators to modulate and adjust the score obtained by the candidate in the first phase. This will result in a new ranking.

Finally, there will be two rankings of the evaluated candidates, one for those who have applied for a grant and one for those who have not. From these two rankings, the evaluators will draw up two ranked lists, one of the candidates proposed for admission with a grant and one of the candidates admitted to the part-time doctoral programme (without a grant). The total number of candidates admitted may not exceed 20. Candidates who do not receive a grant or who are not admitted because the number of admittees exceeds 20 will be placed on the waiting list.

2 December 2024 : Start of the call for applications for access and admission to doctoral programmes.

3 February 2025:  End of the call for applications for access and admission to doctoral programmes.

19 February 2025: Publication of the provisional lists of applications to be assessed. The lists will be published on the Doctoral School website .

19 February to 26 February 2025 : Period for appeals of the applications to be evaluated.

28 February 2025: Publication of the final lists of applications to be assessed.

28 February 2025: Publication of the final lists of applications to be assessed. The lists will be published on the  Doctoral School website .

6 May 2025:  Publication of the provisional resolution on the accepted online and granted candidates. The lists will be published on the  Doctoral School website .

6 May to 13 May 2025:  Period for appeals of the selection of online and granted candidates.

28 May 2025: Publication of the final resolution on the candidates admitted to the doctoral programmes and those who are granted. The lists will be published on the  Doctoral School website .

July 2025:  Start of the enrolment period 2025-26.

September 2025 : Start of the academic year 2025-26.

Apply for the Welcome and Information Service

Apply for the Welcome and Information Service is a free, no-obligation procedure that provides you with a user name and password that will allow you to enter the UOC's Virtual Campus, from where you will be able to:

1.    Contact experts who will help you settle any doubts you may have about applying. 2.    Consult the Campus Secretary's Office for information about the programme of studies, enrolment prices, documentation, etc.

Before requesting access, check that you meet the requirements for the programme you want to be admitted to.

Access form

On the access form, you must give your personal details and the educational level you have attained.

Access Documentation

You will find a list of the documentation you need when you request access and can consult the Campus Secretary's Office.

If you are eligible for any of the discounts stated in the Price Decree, you will have to submit the appropriate documentation, following the instructions given by the virtual Secretary's Office.

Access the Campus and contact the researcher

Virtual campus

After you have requested access, you will receive a user name and password that will allow you to access the Virtual Campus, where you will find all the information and resources you may need.

You will find the information to contact the lead researcher in the "research lines" section. The researcher can provide support for preparing your application and will be your sponsor, if he or she agrees. Once you have been admitted to the programme, he or she will advise and guide you in choosing courses, in accordance with your prior academic background, your interests and the amount of time you have.

Virtual Secretary's Office

There is a  Procedure  on the Campus where you can consult and manage all academic matters, such as viewing the programme of studies, payment options or the discounts available. 

Apply for admission

You can complete the admission form the virtual campus  Procedures / Doctoral programme admission documentation , where you will have to give your academic details, whether you want to apply for a grant and the research line you are interested in. 

You must submit an enrolment proposal after having chosen the courses you want to follow during the semester, which your tutor will analyse so that you can complete enrolment with his or her counselling. It is a step prior to completing enrolment.

Send the digital documentation

Having completed the previous step, you must attach the documentation in the same section. You can see which documentation you must attach in the corresponding section within  Procedures / Doctoral programme admission documentation.

When you have completed all the steps, the doctoral programme's academic committee will assess the applications that have been submitted. 

If you pass the first phase of the admission process, you will receive notification confirming that you have entered the second phase and a telephone interview will be scheduled.

If you pass the second phase of the admission process, you will receive notification to confirm that you have been admitted. You will have a maximum of one month (counting from the admission notification) to confirm your acceptance of the place on the doctoral programme; if this confirmation from you is not received, you will not be admitted to the programme.

It is at this point that you will be able to complete enrolment, choosing your preferred payment option from among those available. If you are eligible for any of the discounts stated in the Price Decree, you will have to submit the appropriate documentation, following the instructions given by the virtual Secretary's Office.

Remember that once you have enrolled, you will have ten days to send the admission documentation.

The Government of Catalonia establishes the public prices for credits and other academic services charged by public universities in Catalonia and the UOC. You can consult the prices in Decree 125/2023 , of June 28th.

The fees will be those applicable when enrolment is completed. Subject to annual revisions.

This programme belongs to an academic pathway. Find out about the studies with which you can achieve your goals.

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Study with us

PhD in Educational Technology

The PhD in Educational Technology is a three-year full-time programme of study, for students who already have a recognised Research Masters qualification in a relevant area.

The Open University's Institute of Educational Technology (IET) provides a stimulating, inclusive environment for full-time PhD research study in the areas of technology-enhanced learning, online and distance learning, mobile and game-based learning, learning analytics, learning design, design of learning technologies, and Higher Education policy and practice.

How to apply

Applications for PhD study with IET should be made through The Open University’s Faculty of Wellbeing, Education and Language Studies .

If you're interested in finding out more about how our PhD students have benefited from their doctoral study at the OU, read our student PhD stories below.

Making science more comprehensible with mixed reality

Yuko Suzuki investigates ways that mixed reality dimensions within a learning context can make science more understandable, during her doctoral research at the OU's Institute of Educational Technology.

Dr Francisco Iniesto reflects on his time studying at IET

Dr Francisco Iniesto completed his PhD in Educational Technology in 2020, specifying his research in accessibility and MOOCs.

Creating an interactive holographic artificial intelligence

Xinyu Huang explores 3D scanning, 3D reconstruction, motion capture, and natural language processing within her doctoral research at the OU's Institute of Educational Technology.

Digital Transformation in Learning

It:u & jku doctoral school, phd program digital transformation in learning.

up to 5 PhD positions, full-time, 4 years, on-site in Linz

We are in search of highly motivated and qualified candidates with a master’s degree to join our PhD program.  

Program description

In an increasingly data-driven world, artificial intelligence and other emerging technologies are changing when, what and how we learn. This development must not be one-sided, technology-driven, however, at our IT:U & JKU Doctoral School with a focus on  active learning in higher education and beyond , we aim to shape intelligent learning technologies together with the participating students and professionals aiming to achieve long-lasting impact on higher education through active and project-based learning. We aspire to leverage artificial intelligence and other emerging technologies to empower students to take responsibility for their own learning in close collaboration and engage within an inclusive, transparent, and fair learning environment.

The Doctoral School for Digital Transformation in Learning combines IT:U’s innovative interdisciplinary teaching approaches and digital competencies with the well-established and track record-proven concept of JKU’s Linz School of Education to build a  lighthouse in higher education . Our  structured PhD program  aims to empower students to investigate how emerging technologies could enhance and expand active learning in higher education. Such novel technology-enhanced approaches may transform how we teach and learn to support us in addressing societal and scientific challenges, for instance, to employ technologies to offer personalized learning support or generate novel learning resources.

In our Doctoral School, you will work with outstanding supervisors from our local and international eco-system who will offer their individual experiences and perspectives to support your academic progress. The PhD program aims to explore new ways of active learning from a wide range of perspectives such as individual learning psychology, social dynamics in collaborative and project-based learning, educational considerations in virtual learning scenarios, or the effects of AI on learning can all be potential project topics. This novel learning environment, combined with the wide range of topics, will demand interdisciplinary methods to effectively explore and create innovative solutions. The combination of subject-specific knowledge and interdisciplinary key competencies aims to prepare students for key roles in a future driven by digital transformation and provides a creative ecosystem to think beyond usual research approaches.

More information on the structure of the doctoral school

More information on the Supervisory Committee

Responsibilities and tasks

You are up! We expect you to acquire new skills within our learning labs and to independently conduct interdisciplinary research. You will also gain valuable educational experience while having the opportunity to teach other students in your field of expertise. Over the course of four years, you will write and publish several research papers, culminating in writing and defending your PhD thesis. To achieve all of this, we expect you to work independently while also collaborating with your team and relevant stakeholders in the inspiring atmosphere of the JKU and IT:U university campuses in Linz, Austria.

Skills and qualifications

To qualify for the PhD program, you must have completed a degree equivalent to a Master’s degree in a field related to your desired project. It doesn’t matter what your study background is (from psychology over computer science to medicine), your interest in active learning counts! We are looking for curious minds with a keen interest in interdisciplinary research and fluent English communication and academic writing skills.

What you can expect

We value your work! You will be employed at IT:U during your entire PhD. We offer a gross salary in line with the market from EUR 3.578,80 on a 40-hour full-time basis. Our employees also benefit from a free Austria Climate Ticket, which covers all modes of public transportation. And of course, your coffee and snacks are on us.

Please apply

• curriculum vitae
• Master’s diploma (or equivalent)
• motivational letter in which you let us know what topic(s) you are interested in up to three contacts of professors/collaborators for recommendations

contact person