Master's Programme (120 credits) in Digital Learning, 120 credits

Degree of Bachelor including independent project (degree project) 15 credits or a professional or vocational qualification of at least 180 credits including independent project (degree project) 15 credits. The degree must be equivalent to a Swedish kandidatexamen or Swedish yrkesexamen of at least 180 credits and must have been awarded from an internationally recognised university. English 6.

The primary objective of the education is that the student develops in-depth knowledge of digital learning. This includes a deeper knowledge of the multidisciplinary nature of the field of informatics and the research conducted in digital learning, as well as providing theoretical explanations of phenomena and events relevant to digital learning. The objective is also that the student develops qualified ability to identify and formulate problematic issues that are appropriate to address with research in digital learning.

Further the objective is that the student can analyse and conceptualise, on a scientific basis, how digital learning can contribute to sustainable social development. The aim is that the student develops qualified ability to critically analyse how design and use of IT can affect learning in organisations in the private and public sector and take gender, equality, sustainability and ethics into account.

The master’s programme will prepare students for doctoral studies and development work in informatics, digital learning, educational sciences and corresponding subjects. Education will help promote employment and mobility in the international labour market.

The degree gives the student the right to study a postgraduate (doctoral) education in informatics.

Following successful completion of the programme the student should be able to:

Knowledge and understanding

• identify and account for problematic issues in digital learning based on previous and current research in informatics and other relevant social science areas
• account for concepts and theories in informatics and other scientific areas linked to digital learning, in a way that demonstrates both breadth and in-depth knowledge of how the design and use of IT can contribute to learning in different organisations
• propose methods, technologies, and tools for the design of digital learning, and demonstrate in-depth knowledge of different design research methods

Competence and skills

• systematically apply knowledge about digitalisation, digital technologies and the transformation of learning/education in schools, higher education, workplaces and everyday life, and be able to critically analyse, evaluate and work with complex issues related to digital learning within various organisations
• independently and with a critical approach identify and formulate research questions
• plan and, within given time frames, carry out and evaluate qualified studies that contribute to knowledge development in digital learning
• in national and international contexts account for and discuss their conclusions of the results of studies and the knowledge and arguments that form the basis for these in dialogue with other groups
• actively participate in research and development work or work independently in other qualified area with a focus on digital learning

Judgement and approach

• make assessments with regard to relevant scientific, societal and ethical aspects in digital learning and evaluate design research and development work from gender, equality, sustainability and ethical perspectives
• evaluate and take a critical approach to research in digital learning based on its opportunities, limitations, and role in various organisations and in society
• identify the own need for additional knowledge and independently take responsibility for the own knowledge development

The education is an international master's programme. The content consists of courses at mainly advanced level aiming at the students to broaden and deepen their knowledge in digital learning. The programme contains interdisciplinary elements in the field of informatics related to digital learning, which are linked to educational sciences and other relevant scientific areas. Throughout the education, critical perspectives on digital learning are applied based on gender, equality, sustainability, and ethics. During the education, practical assignments are conducted in collaboration with researchers and in collaboration with external actors. During the last semester, a degree project (30 credits) is conducted.

The courses below are included in the education programme

(A - the course is at advanced (second cycle) level)

Courses marked with asterisk (*) are included in the programme main area - informatics.

Year 1
Introduction to digital learning 15 credits* (A)
Theoretical perspectives on learning and digitalization 15 credits (A)
Learning in the digital society 15 credits (A)
Research methods in digital learning 15 credits* (A)

Year 2

Design for digital learning and ethics 15 credits* (A)

Research placement in digital learning 15 credits* (A)
Degree project in informatics 30 credits* (A)

The course Research placement in digital learning can be exchanged for an optional course/es 15 credits. This is to be done in consultation with the programme director.

Teaching language is English.

Degree of Master of Science (120 credits) with a major in Informatics (Filosofie masterexamen med huvudområdet informatik).

To be eligible for semester 3, the courses Introduction to Digital Learning 15 credits* (A) and Learning in the Digital Society 15 credits (A) are required.

To be eligible for semester 4, the courses Theoretical perspectives on learning and digitalization 15 credits (A) and Research methods in digital learning 15 credits* (A) are required, as well as an additional 15 credits within the main area informatics at advanced (second cycle) level.

Prerequisites for the program's various courses are described in the respective syllabus.

The programme is continuously monitored and evaluated through course evaluations conducted after the completion of each course. Course evaluations serve as a tool to, based on students' experiences and feedback, make changes to the content and delivery of courses. Upon completing their studies, all students are offered the opportunity to participate in a programme evaluation by completing a final-year survey. The results of this survey can lead to changes in the programme. The programme is associated with a programme council that addresses quality and development issues. The council includes representatives from the industry, programme students, alumni, and others. The students are, through the Halmstad Students’ Union, represented in the university's decision-making bodies as well as in the committees that evaluate programs in accordance with the university's quality system.