The minimum admission requirement to an undergraduate programme of study is a recognized High School Leaving Certificate (HSLC) or equivalent internationally recognized qualification(s). Students with a lower HSLC grade than 7.5/10 or 15/20 or equivalent depending on the grading system of the country issuing the HSLC are provided with extra academic guidance and monitoring during the first year of their studies.

Course assessment usually comprises of a comprehensive final exam and continuous assessment. Continuous assessment can include amongst others, a mid-term exam, projects and class participation.

Letter grades are calculated based on the weight of the final exam and the continuous assessment and the actual numerical marks obtained in these two assessment components. Based on the course grades the student’s semester grade point average (GPA) and cumulative point average (CPA) are calculated.

The student must complete 240 ECTS and all programme requirements.

A minimum cumulative grade point average (CPA) of 2.0 is required. Thus, although a ‘D-‘ is a PASS grade, in order to achieve a CPA of 2.0 an average grade of ‘C’ is required.

Upon successful completion of this programme, the students should be able to:

1. Understand the concepts and principles of pedagogy and how they can be used to guide the organization of instruction.
2. Have an in-depth knowledge of the theoretical background of pedagogy and didactic work, through the study of historical, philosophic, psychological, and sociological perspectives on teaching and learning.
3. Understand the needs, interests, and abilities of preschool children and to recognize that each child has learning potentials with individual mechanisms and learning rates.
4. Have the pedagogical knowledge and teaching skills that will enable them to effectively structure their lesson plans and teach in ways that will enhance the cognitive, emotional and psychomotor skills of students, in an environment of self-action and autonomy.
5. Design learning environments that can enhance students’ 21st century skills (critical and creative thinking, communication, collaboration) focusing on holistic learning through exploration and play.
6. Develop skills for communication and collaboration with the family and the social environment of preschool children since adult-child relationships are a milestone in preschool children development.
7. Develop teaching strategies suitable for students with special needs in the nursery area, taking into account their basic characteristics (cognitive, learning, socio-emotional) and the existing legal framework of Cyprus.
8. Develop teaching strategies to handle children with migrant biography, absence of Greek language and different socio-political background, using the principles of interculturalism.
9. Effectively use and integrate ICT tools and other technologies in the learning process.
10. Evaluate the learning outcomes of teaching, using a variety of observation, recording and analysis tools to document the development and learning of pre-school children.
11. Read and critically evaluate educational research studies, in addition to being able to conduct educational research that is aimed at understanding and solving educational problems, improving one’s pedagogical work, as well as promoting lifelong learning.
12. Act as agents of change in the cultural and social context of each school, as well as within the wider context within which each school is located in.

Semester 1

Semester 2

Semester 3

Semester 4

Semester 5

Semester 6

Semester 7

Semester 8