

Our online Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum and Learning Environments helps educators navigate the complexities of modern schools and communities. Drawing from international best practices to address local educational issues, this pioneering program positions you to lead innovative solutions in teaching and curriculum design.
Students are trained in conducting action research, a recursive, problem-solving form of research.
Guest speakers from around the world provide first-hand experiences and impressions on global education trends.
Our diverse course of study covers wide-ranging topics, including:
The dynamic faculty members of the Lynch School of Education and Human Development are committed educators and leading scholars.
Connect with us!
Talk with our team to learn about the program, the application process, and how we prepare students to apply a global lens.
The online Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments readies education professionals to become active researchers, seeking to promote the common good through developing solutions for increasingly globalized student populations. Courses focus on evidence-based practices while exploring forces of change: new technologies, population mobility, political turbulence, economic volatility, and environmental fragility.
All students will take each of the following six (6) courses.
Course | Course Title | Credits |
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EDUC7301 | Global Perspectives: Teaching, Curriculum, and Learning Environments In an increasingly interdependent world, well prepared educators will move beyond nationalist perspectives to deeply examine global perspectives about how to be an effective teacher, what constitutes a valued and engaging curriculum, and how learning occurs across environments. | 3 |
EDUC7303 | Curriculum Theories, Practice, and Design The overarching objective for this course is to help participants develop and clarify their philosophy of education—in particular, their beliefs regarding the purposes and processes of effective and equitable curricular organization. This course explores varied ways of conceptualizing a school curriculum, drawing on insights from major curriculum designers, both past and present, US and international. | 3 |
EDUC7304 | Family & Community EngagementÌý The purpose of this course is to introduce participants to theories, practices, and empirical research regarding family and community engagement in schools. The focus is on how school leaders—formal and informal—enact organizational models, educational programs, and political strategies that increase authentic relationships with parents and community members. | 3 |
EDUC7305 | Globalization, Mobility, and Education This course addresses political economic issues related to migration and education. It asks how cultural, social, political, and economic factors influence immigrant incorporation, and how educators can facilitate immigrant students’ opportunities for learning through changes in policies, pedagogies, and curricula. | 3 |
EDUC7306 | Language Learners in Global Perspective This course provides an overview of language learning and the situation of second language learners in schools. First, from a sociocultural perspective, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn a subject matter in that language. Then, we study how these processes vary across cultural contexts. | 3 |
EDUC7307 | Perspectives on Disabilities and Special Education Practices Conceptualizations of disabilities and approaches to education for students with disabilities vary around the globe. In this course we will gain understandings of factors that influence societal and education systems’ perspectives on disability, as well as if, why, and how special education is provided around the globe. | 3 |
All students will take each of the following three (3) courses.
Course | Course Title | Credits |
---|---|---|
EDUC73XX | Action Research Seminar Action research is a problem-solving form of research involving one or more cycles of action and reflection. You will learn the basic principles of conducting action research.Ìýou will also conduct an action research study in your classroom or other educational setting to address a problem or question you have about student learning or your own professional studies.Ìý | 3 |
Course | Course Title | Credits |
---|---|---|
EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. Fulfilled through Action Research series. | 0 |
Students will have the option to select one of the following tracks for your three (3) electives.
Choose any three (3) electives in the Global Perspectives, TESOL, or Educational Leadership programs.
Students must complete these three (3) courses.
Course | Course Title | Credits |
---|---|---|
EDUC7313 | Innovative Teaching Practices for ESL/EFLs This course will focus on innovative teaching strategies for English language learners by covering topics such as developing thematic units, methods of teaching ESOL, second language reading and writing strategies, assessments, and multicultural education. The goal of this course is to enable students to understand and respond to the diverse linguistic, cultural, and educational needs of ESLs/EFLs in K-16 classes.Ìý | 3 |
EDUC7314 | TESOL Through Using Instructional Technology With the development of computers, their relevance to TESOL education has increased. Although computers cannot replace the knowledge and skills of a qualified teacher, students and teachers can use computers to facilitate the language learning process. The Internet offers many websites and software programs aimed at helping English language learners learn and practice their language skills. In addition, the internet provides teachers with access to a wide range of resources and teaching ideas. While this course presents methods and materials useful in second language acquisition, it also evaluates current technologies and their applications in the TESOL classroom. | 3 |
EDUC7315 | TESOL Applied Linguistics for K-12 Teachers This course provides an introduction to the construction and use of languages, focusing on language structure (morphology, phonetics, phonology, syntax, and semantics), language use (discourse, pragmatics, and language variation), applied linguistics (L1 and L2), and English grammar. Students learn English as compared with other languages, exploring the grammatical categories and processes. | 3 |
Students must complete one core course and two (2) electives from the Educational Leadership and Policy program.
Course | Course Title | Credits |
---|---|---|
ELHE7701 | Introduction to Educational Leadership Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school. That work is deepened as administrators support learning as meaning making, as involving a learning and civil community, and as involving the search for excellence. Students are asked to research the realities at their work sites using the concepts and metaphors developed in the course and, through discussion and the utilization of case studies, to propose improvements to those realities. | 3 |
The program is for teachers who see how the world is changing, believe deeply in the mission and potential of equitable education, and want to be able to prepare their students for the future.
Students explore educational viewpoints across a wide range of cultures and countries.
Based on these perspectives, graduates will improve the common good through designing effective curriculum to serve diverse and increasingly globalized student populations.
Graduates will develop valuable collaborative action research skills, drawing on international perspectives to generate solutions in local contexts.
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The Lynch School of Education and Human Development provides more than $11.4 million in financial aid to students each year. As a result, the quality of Boston College’s instruction, the benefit of our alumni network, and the impact a Boston College degree will have on your employment options is both affordable and invaluable.Ìý
Driven by an overarching commitment to address inequities, our faculty prepare educators across the globe who combat marginalization in a range of scholastic environments. All courses for the Master’s in Education, Global Perspectives: Teaching, Curriculum, and Learning Environments are designed by faculty members of the Department of Teaching, Curriculum, and Society.
A non-refundable application fee of $75 is currently waived.
Deadlines
Spring 2026:
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
To be uploaded to your online application.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Tip from the Admissions Team: When identifying a focus for your statement, start with why you’ve chosen to pursue this program and why now. Use anecdotes to support key points, but avoid making it primarily autobiographical.
Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants who have been out of school for more than a couple of years may submit two professional recommendations. Recommendations should generally come from one of these categories: professors or others who have overseen your academics, work supervisors, or volunteer supervisors.
Tip from the Admissions Team: Reach out to recommenders early to share your graduate school goals and confirm they can meet your deadline. Make sure to enter your recommender's contact information correctly on the application, as it can't be edited after you submit. Taking these steps generally leads to stronger letters and less stress.
Transcripts from all college/university study are required.
For degrees from the United States and Canada, unofficial transcripts may be used for application review. Official transcripts will be required upon enrollment.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be foundÌý. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Submitting GRE test scores is not required for this program. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Fully online programs* do not support sponsorship of an F1 visa for International Students.Ìý
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the . Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Requirements for International Students
Tip from the Admissions Team: Order your credential evaluation and submit all documents to the evaluator at least one month before your program’s deadline. During peak application times, delays are common and can lead to missed deadlines.
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*The Master of Education in Global Perspectives is a fully online program.Ìý
How many courses are required for this program?
This program consists of 12 courses for a total of 30 credits.
How long does this program take to complete?
Most students complete this program within two years.
Do you offer graduate course credit transfer?
Up to six credits or two courses may be accepted as transfer credit. Potential transfer credits are reviewed after admission into the program.Ìý
How much does this program cost?
Read about tuition, fees, scholarships, and other funding opportunities on theÌýtuition and aid webpage.
Do you offer financial aid?
The Lynch School is committed to helping students understand how affordable an excellent graduate education can be. We offer U.S. citizens and permanent residents access to U.S. federal financial aid and all students are considered for scholarship aid. Your application for admission serves as your scholarship application. To learn more, please visit ourÌýtuition and aid webpage.
Is the GRE required for admission to this program?
The GRE is accepted, but is not required.
Does this program provide teaching licensure?
No, this program does not provide teaching licensure.
What types of careers does this program prepare graduates for?
This program prepares you to improve your teaching across educational settings, design and develop curricula, and include learners of diverse talents, cultures, and lived experiences to advance educational equity.
Who can I contact if I have additional questions or wish to learn more about this program?
Our online graduate admissions team is here to help. For questions about this program or the application process, contact our online graduate admissions team by filling out the formÌýhere.
Ìý gsoeonline@bc.edu
Ìý 617-552-4214