Master in Education

Program Presentation

Today more than ever in the general society and of knowledge in particular, a new educational demand is called for that requires professionals with a multidisciplinary background capable of confronting it.

These new educational needs that have generated new areas and educational contexts, different to the conventional ways, in specialized educational interventions directed by professionals with specific abilities, are made necessary today; abilities that people who have just graduated do not generally have, and especially those that have never received an education in teaching.

It is precisely at these modern times when there are more and more professionals from different areas in many countries who are involved or wish to engage in teaching and have not had a chance or opportunity to receive an education in this area.

These studies seek to respond to the needs of these professionals and act as a service of relevance to our society. The idea is to improve the education sector through improvement, and in turn, the learning process of those who are being taught.

This educational offering tries to cover a gap in the field of continuous training, in the educational field and within the mode of digital teaching. But no case does it intend to compete with the master degree programs of initial teacher training (old Course of Pedagogical Adaptation), because it is particularly geared to professionals who are already engaged in teaching but that want to improve their teaching praxis.

The Master in Education arises as a result of a specific collaborative agreement between the University of Jaén (Spain) and the Universidad Internacional Iberoamericana (FUNIBER), by which it counts with its experience in distance teaching and learning in the different areas of knowledge such as: The Environment, Health and Nutrition, ICT, the Training of Language Teachers, Business Organization and Human Resources, etc.

As a result of this collaboration, a type of training that places a premium on autonomous learning without neglecting a constant, flexible and tailored interaction to the needs of the teachers in training was developed.

The program provides a Virtual Campus infrastructure and a very elaborate academic management that allows good services to be given to those who do not have access to attend a teaching-learning classroom.

The University of Jaén and FUNIBER consider the incorporation of Information and Communication Technologies (ICT) as an essential part of training and as an intrinsic part of the student’s future professional work. In this sense, ICT is used in the study programs at two training levels:

  • An educational one, to enhance, enrich and increase the explanatory power of the teachers and extend the student’s learning through the Virtual Campus where the student accesses an online library, and areas of synchronous and asynchronous discussion.
  • A pedagogical other where ICTs integrate the formative process in a continuous learning by doing process itself where the resolution of duties is in itself considered a own process of creation of innovations and knowledge management.

In this way, the ICT is integrated into the study programs as part of the knowledge to be acquired, thus being in both senses an effective means of teaching and learning, on the one hand transferring technologies to teaching methods and educational management and on the other hand as a tool for managing the evaluated activities themselves to be developed on the part of students.

It can be said that this program offers an excellent opportunity for training and personal development to the people who, by reasons of work, and in spite of their interest and their capabilities, could not engage in their studies, but that through distance training, the student can achieve the satisfaction of their personal needs and challenges with all the rigor and quality.

Even more, a type of continuous professional education is achieved through this that is essential today for those looking to develop an excellent staff. Society currently requires professionals with the ability to manage and initiate changes, with a preparation, training, skills and specific knowledge that through this program at a distance can be achieved.

Who is the programme for?

Associate and bachelor degree graduates in any area of knowledge that is engaged or wish to engage in teaching or want to receive multidisciplinary and specific training in different educational areas


Upon successful program completion, students will receive a Diploma issued by the University where they enrolled with the patronage of the Ibero-American University Foundation (FUNIBER).

Program Structure

The length of the Master in Education is 25 months.

The credit structure of the Master in Education is found in the following table:

TOTAL 90 900
Common Segment 48 480
Specialization Segment 24 240
Final Project 18 180

a. The equivalent value of credits can differ according to the issuing university


General objectives:

The overall objective of the Master in Education is to provide a comprehensive and updated training, and provide the basis for development of academic and professional skills necessary for teaching in any of the different of teaching-learning contexts.

It aims to support the professional practice on current knowledge; provide insights regarding the nature of teaching and learning in general; and develop perceptions, knowledge, resources and practical skills necessary to complete the theoretical basis.

Stimulation of critical insight is one aspect that defines the nature of the project and makes a good bridge between basic theoretical training and necessary practical application, key action area.

Specific objectives:

General objectives are specified in the following specific objectives:

That the student is capable of:

  • Understanding the main aspects that characterize current education from an organizational, curricular and learning vision.
  • Acquiring necessary skills to meet the demands of today’s students.
  • Developing skills to supervise, direct, manage and advise educational practices.
  • Planning, implementing, monitoring and evaluating educational projects in different areas of knowledge in the fields of formal education responding to the mainstreaming contents.
  • Developing critical thinking to enable thinking and acting both locally and globally.
  • Being a good communicator.
  • Learning how to use and integrate ICT in the teaching-learning process.
  • Responding to emerging demands in education systems: learning disabilities, interculturality environmental care, classroom conflicts, etc.
  • Integrating tutorial with students and families in teaching processes.

Study Plan

The Master in Education consists of three phases: the first corresponds to a common segment of courses; a second phase that corresponds to the specialization segment; and the last stage consists of preparation of a Final master project.

  • 1st Part: Common segment of courses

The courses and credits that make up the first part are shown in the following table:

1. Learning and methods base theories in education 4
2. Strategic learning and professional development 4
3. Learning factors 4
4. Tutoring action in the education system 4
5. ICT in the classroom 4
6. Interculturality and education 4
7. Transformation and Conflict Resolution in the School Environment 4
8. Environmental education in formal education 4
9. Fundamentals of special education: the process of attention to diversity 4
10. Organization and management of education centers 4
11. Scientific research methodology 4
12. Portfolio I 4

Once the common segment is completed, students must take one of the following specializations:

  • 2nd Part: Specialization segment

Courses and credits that make up the second part are shown in the following table:

1. Curricular design, skills programming and development 4
2. Learning assessment 4
3. Learning methods in the classroom 4
4. Material creation, adaptation and evaluation 4
5. Integrated Learning of Content and Language 4
6. Portfolio II 4
1. ICT in education and learning theories 4
2. Analysis of technological resources and creative activities design 4
3. Teaching in virtual learning environments 4
4. Virtual environments for collaborative work 4
5. Design proposals for ICT based education 4
6. Portfolio II 4
1. Project planning and management 4
2. Planning and strategic management 4
3. E-business and its integration with corporate systems for educational management 4
4. Educational quality, evaluation and innovation 4
5. Management techniques for Work teams 4
6. Portfolio II 4
  • 3rd Part: Final master project

At the end of the circuit, the student concludes the program with:

1. Final master project 15
2. Portfolio III 3


  •  Dr. Antonio Pantoja Vallejo. Associate professor at the University of Jaen
  •  Dr. Salvador Rus. Associate professor at the University of Leon
  •  Dr. Jesús Arzamendi Sáez de Ibarra. Department of Educational Research Methods and Diagnosis, Faculty of Philosophy and Educational Sciences. University of the Basque Country (UPV).

Academic Coordination

  • Dr. Silvia Pueyo Villa. Working on a doctorate degree in Educational Sciences.

Teaching staff and Authors

  • Dr. Ibis Marlene Álvarez
    Autonomous University of Barcelona (Spain)
  • Dr. Roberto Álvarez
    Funiber Director - Argentina
  • Dr. Vanessa Anaya Moix
    FUNIBER Teacher Training Area
  • Dr. África Mª Cámara Estrella
    University of Jaen (Spain)
  • Dr. Mª Jesús Colmenero
    University of Jaen (Spain)
  • Dr. Santiago Debón
    University of Jaen (Spain)
  • Dr. Christian Estay
    FUNIBER Teacher Training Area
  • Dr. Jesús Mª Goñi
    Universidad del País Vasco (Spain)
  • Dr. Antonio S. Jiménez 
    Universidad de Huelva (Spain)
  • Dr. María del Carmen Martínez Serrano
    University of Jaen (Spain)
  • Dr. David Molero López-Barajas
    University of Jaen (Spain)
  • Dr. Emilio Martínez
    University of Jaen (Spain)
  • Dr. Miguel Pérez
    University of Jaen (Spain)
  • Dr. Mª Ángeles Peña
    University of Jaen (Spain)
  • Dr. María Luisa Nieves Porcar Gómez
    National University of Cuyo (Argentina)
  • Dr. Cristóbal Villanueva
    University of Jaen (Spain)
  • Dr. (c) Marcelino Díez
    Project Management Institute, Vice President - Venezuela
  • Dr. (c) Ana Isabel Godoy Magdaleno
    FUNIBER Teacher Training Area
  • Dr. (c) Diego Jacob Kurtz
    FUNIBER Teacher Training Area
  • Dr. (c) Rosa Mª Lucha Cuadros
    FUNIBER Teacher Training Area
  • Dr. (c) Beatriz Suárez Rodríguez
    Professor in the FUNIBER Teacher Training Area
  • Dr. (c) Lola Torres
    Modern Language Services - Autonomous University of Barcelona (Spain)
  • Dr. (c) Andréia de Bem Machado
    FUNIBER Teacher Training Area
  • Ms. Jimena Peña
    FUNIBER Teacher Training Area
  • Ms. Estrella de la Rosa Santiago
    FUNIBER Teacher Training Area
  • Ms. Alberto Jorge Acosta
    UNESCO Chair in Higher Education Management from the Polytechnic University of Catalonia (Spain)
  • Ms. Estrella Varela
    UNESCO Chair in Higher Education Management from the Polytechnic University of Catalonia (Spain)

FUNIBER Training Scholarships

The Ibero-American University Foundation (FUNIBER) periodically delivers an economic baseline with extraordinary character for scholarships in FUNIBER Training.

To apply for it, you only need to send your application for a scholarship on the website’s main page with the required data, and the evaluation committee will examine the suitability of your candidature to be granted economic aid, in the form of a scholarship in FUNIBER Training.