The aim of the Doctoral Program in Educational Sciences is to prepare highly qualified specialists and researchers in the field of education who are capable of investigating current issues and paradigms in education and generating new knowledge based on interdisciplinary approaches.

The program integrates both theoretical and practical aspects of education and aims to equip doctoral students with advanced scientific research skills. This approach enables doctoral candidates to plan and conduct interdisciplinary research on pressing educational issues, develop innovative perspectives, and make a significant contribution to educational policy formation, the improvement of teaching and learning processes, and the practice of educational leadership.

The program places particular emphasis on strengthening international cooperation and developing skills in educational project management. Accordingly, it ensures the preparation of doctoral students who are able to critically analyze ongoing educational reforms and propose evidence-based innovative solutions to relevant institutions.

The specialization modules — Specialization Module I: Modern Pedagogy: Theories, Research, and Practice, and Specialization Module II: Educational Policy and Administration — enable doctoral students to develop theoretical, practical, and research skills in the specific areas that define their professional profile and research direction.

The interdisciplinary nature of the program broadens the scope of educational research and provides a holistic vision of the field. Therefore, doctoral research may include topics such as educational policy and administration; contemporary issues in modern pedagogy; legal, financial, philosophical, and sociological aspects of education; curriculum development; educational research methods and design; digital innovations and artificial intelligence in education, and others.

The program draws on successful international experience in the areas of educational policy, management, and pedagogy. It involves the participation of international experts and researchers who contribute to the implementation of research components and supervise doctoral students.

International and Georgian Experts Participating in the Program:

• Prof. Dominik Dvořák, The University of Georgia, Georgia 
• Assoc. Prof. Revaz Tabatadze, The University of Georgia, Georgia
• Prof. Stavroula Philippou, University of Cyprus, Cyprus
• Prof. Carlos Lindade, University of Porto, Portugal
• Prof. Shalva Dundua, The University of Georgia, Georgia
• Prof. Iveta Silova, Arizona State University, United States
• Assoc. Prof. Akaki Tsomaya, The University of Georgia, Georgia
• Prof. Kevin Hirsch, University of Texas, United States
• Prof. Cynthia Douglas, New York University, United States
• Prof. Kakhaber Tavzarashvili, The University of Georgia, Georgia
• Assoc. Prof. Irma Mesiridze, The University of Georgia, Georgia
• Prof. Ekaterine Piphia, International Black Sea University, Georgia
• Prof. Tinatin Bochorishvili, The University of Georgia, Georgia 
• Prof. Jolita Horbačiauskienė, Kaunas University of Technology, Lithuania
• Prof. Ketevan Chachkhiani, Arizona State University, United States
• Prof. Keti Tsotniashvili, Ilia State University, Georgia
• Prof. Lia Glonti, EU4Dialogue Projects Coordinator, European Union
• Prof. Maia Chkheidze, The University of Georgia, Georgia
• Prof. Remigijus Babnys, Vilnius University, Lithuania
• Prof. Renata Orosová, Pavol Jozef Šafárik University, Slovakia
• Prof. Simon Janashia, East European University, Georgia
• Prof. Heathcliff Schembri, University of Malta, Malta
• Prof. Juliette Torabian, University of Freiburg, Switzerland
• Prof. Natia Vacharadze, National Center for Educational Quality Enhancement, Georgia 

Upon completion of the program, graduates will be able to work in various governmental and non-governmental organizations, research centers, higher education institutions, international organizations, and educational policy-making bodies. Their acquired theoretical knowledge and research competencies will contribute to the advancement and improvement of the educational system.

• Case Study and Analysis
• Text- and Book-Based Learning
• Problem-Based Learning (PBL)
• Structured Discussions and Academic Debates
• Project-Based Learning
• Experiential Learning
• Simulation-Based Learning
• Portfolio Development
• Research-Oriented Learning
• Review and Analysis of Scholarly Literature
• Multimedia-Supported Lectures (Visual Lectures)
• Written Assignments and Academic Writing Tasks
• Lecture–Seminar Format
• Development of Strategic Documents
• Flipped Classroom
• Mentoring and Coaching Methods
• Universal Design for Learning (UDL)
• Digital Learning
• Interactive Learning Sessions
• Preparation and Delivery of Presentations
• Independent, Resource-Based Learning
• Oral/Verbal Communication Methods
• Collaborative Learning and Teamwork
• Critical and Comparative Analysis
• Explanatory and Interpretative Methods
• Inductive, Deductive, Analytical, and
• Synthetic Reasoning
• Literature-Based Analytical Work
• Role Plays and Scenario-Based Learning 

The doctoral dissertation shall consist of no fewer than 35,000 words and no more than 40,000 words.

The doctoral student’s workload consists of teaching and research components.

The teaching component is delivered on a semester basis and comprises 60 ECTS credits (45 ECTS for core courses/activities and 15 ECTS for electives). 

The duration of one semester is defined as 22 weeks, while the academic year consists of 44 weeks.

The teaching components are supervised by the respective course authors, while the research component is supervised by the doctoral student’s academic advisor.