M.Ed. in Global Perspectives

Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments

Educate with a Global Lens

The Master of Education in Global Perspectives: Teaching, Curriculum and Learning Environments is among the first curriculum and instruction programs in the U.S. to apply global solutions to solve complex, local educational challenges.

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Introduce Yourself

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At a Glance


This program is offered entirely online.

How long will it take?

This program consists of 30 credits. Students typically finish the program in 2 years.

When can I start?

Students can begin the program at the start of the fall, spring, or summer terms.

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The 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.


  • Courses: 12
  • Credits: 30

M.Ed. General Track 

CourseCourse TitleCredit

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.


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.


Models and Theories of Instructional Design

Now well into the 21st century, schools struggle with the challenge of offering a high-quality education for all learners, regardless of race, family status, national origin, language, or ability. Increasingly, curriculum is accessed digitally, and student work is generated and exhibited using technology tools. Within this context of change, this course reviews the evolution of theories of learning and instruction, and then critically examines a range of contemporary models and theoretical frameworks.


Family & Community Engagement 

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.


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.


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.


Global Perspectives on Disabilities and Special Education

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.


Designing Learning Environments in a Social and Digital World

With consideration to global shifts in interconnectivity, social interactions, and technology, what counts as knowledge and expertise has changed. This has significant implications for how we design curriculum and other learning environments. In this course, we will examine and evaluate different learning environments and various aspects within those environments.


Preparing the Whole Person for Global Citizenship

The course will focus on the development of individuals and their role as global citizens.   We will explore the whole person development of adolescents and emerging adults in the digital age--one marked by a participatory culture. We explore these questions while foregrounding the different strategies and methodologies of counseling, developmental, and educational psychology.

Action Research in Education I

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.  All three action research sequences represent the student's Master's Comprehensive Exam.
EDUC7311Action Research in Education II

Action research is a problem-solving form of research involving one or more cycles of action and reflection. You 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. All three action research sequences represent the student's Master's Comprehensive Exam.
EDUC7312Action Research in Education III 

Action research is a problem-solving form of research involving one or more cycles of action and reflection. You 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. All three action research sequences represent the student's Master's Comprehensive Exam.
EDUC8100Master'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.


Explore the outcomes below to learn about the career destinations of our recent alumni
including graduates of the Class of 2020 and 2021. 


  • Pre-school teacher
  • Data Coach
  • Student Support Specialist
  • Teacher


  • St. Paul American School
  • Adler Mannheim
  • Evergreen School District
  • Montgomery Township School District

Financial Aid

Education should level the playing field. We feel the same way about financial aid.

The Lynch School of Education and Human Development provides more than $10.8 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. 



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.



  • Bachelor's degree required
  • 2+ years of professional experience in an educational setting is preferred

Application & Deadlines

Apply Now

A non-refundable application fee of $75 is currently waived.


Spring 2024:

  • Priority Decision Deadline: September 26
  • Preferred Decision Deadline: October 17
  • Regular Decision Deadline: November 14
  • Rolling Admissions Ends: December 5


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.

Personal Statement

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.

Letters of Recommendation

Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.


Transcripts from all college/university study are required.

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 found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.

Standardized Tests

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.

International Students

Fully online programs* do not support sponsorship of an F1 visa for International Students. 

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 National Association of Credential Evaluation Services (NACES). 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

*The Master of Education in Global Perspectives is a fully online program. 

Application FAQs

Application FAQs

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. 

How much does this program cost?

Read about tuition, fees, scholarships, and other funding opportunities on the tuition 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 our tuition 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 form here.