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Doctor of Philosphy
The Doctor of Philosophy (PhD) in Education centres on the development of advanced competence in conducting significant research in any field of scholarship or practice in education.
This unified PhD structure gives you the flexibility to pursue focused, original research while engaging with the full breadth of expertise across the Faculty of Education. You will complete your doctoral thesis research under the close guidance of an academic supervisor with aligned research interests, while also retaining the freedom to build interdisciplinary connections that support your scholarly goals.
Our PhD graduates go on to pursue careers in educational scholarship, leadership and practice in a wide range of settings.
Delivery Method and Location: In-person at SFU campuses
Applications Open: October 1, 2026
Applications Close: December 1, 2026
Next Start Date: September 2027
Estimated Tuition Fee: $2,192.57 (per term)
PROGRAM OVERVIEW
This program is ideal for:
This program is ideal for educators, researchers, leaders, practitioners and community-based professionals who want to pursue advanced research in education.
You may be a strong fit for the PhD in Education if you are interested in developing an original research project, working closely with a faculty supervisor and contributing new knowledge to educational scholarship, leadership, policy and practice. The program is suited to students whose research interests align with the expertise of faculty members in the Faculty of Education and who are prepared for independent, sustained doctoral inquiry.
Program Format
- 12 units coursework, plus Doctoral examination and thesis
- 4-6 years (typical time to complete)
- In-person classes
- Late afternoon or evening classes
Program Design
The PhD in Education is designed to support advanced, original research across a wide range of educational fields and contexts. The program combines doctoral coursework, supervisory guidance, a qualifying examination and thesis research to help you develop the scholarly depth, methodological grounding and research capacity needed to make an original contribution to education.
You will complete core doctoral seminars alongside additional graduate coursework shaped by your interestes and selected in consultation with your supervisor and supervisory committee. Throughout the program, you will build toward an independent doctoral thesis under the close guidance of a faculty supervisor.
COURSES
In the PhD in Education program you will complete of a minimum of 12 units of coursework, a qualifying examination (3 units) and a doctoral thesis (18 units) for a minimum of 33 total units.
You must complete both:
EDUC 927-3: Doctoral Seminar A
The Doctoral Seminar A initiates students in the development of an ongoing writing portfolio, writing SSHRC applications, ethics protocols and theses proposals. This provides a forum for second year students to present their theses proposals. Portfolios will be presented during the term. Graded on a satisfactory/unsatisfactory basis.
EDUC 928-3: Doctoral Seminar B
In Doctoral Seminar B the goal is to continue to build a scholarly writing portfolio, including preparation for comprehensive examinations, writing conference proposals, participating in local, national and international graduate student collaborations, and preparing conference presentations. Portfolios will be presented during the term. Graded on a satisfactory/unsatisfactory basis.
AND an additional six units of graduate coursework
You will select the minimum coursework in consultation with your academic supervisory committee and academic supervisor based on your planned dissertation research and intended career path. Certain course selection may be aligned with specific research focus areas. It is expected that if you choose to pursue empirical rather than theoretically oriented scholarship, you will complete one or more research methods courses (e.g., EDUC 863 or EDUC 866), unless you have completed similar courses previously.
Note: The academic supervisory committee may require you to take additional coursework beyond the additional six units listed in the program requirements.
You must also complete both:
EDUC 984-3: Qualifying Examination
The Qualifying Examination will follow completion of degree course work. An open oral qualifying examination given by the supervisory committee. The examination consists of a defence of the proposed thesis topic by the student and their responses to supervisory committee questions about related proposed research topics. The examination follows submission of a written PhD research proposal. Graded on a satisfactory/unsatisfactory basis. Students who fail will either successfully complete a second examination within six months or withdraw from the program.
EDUC 899-18: Doctoral Thesis
Graded on a satisfactory/unsatisfactory basis.
RESEARCH FOCUS AREAS
The Faculty of Education encompasses a rich diversity of research interests and expertise. The following research focus areas provide a way for you to identify communities of faculty expertise and potential supervision. These areas reflect the breadth of research in the Faculty of Education. You are encouraged to review the full range of faculty members who are currently accepting new doctoral students. All faculty research and supervision profiles can be found here.
Note: You are not required to contact a potential supervisor prior to your application, unless a faculty member indicates otherwise on their profile.
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Arts Education explores the relationship between arts theory, inquiry, and practice in a variety of social and educational settings. Recognizing the arts as expressions of diverse worldviews and spiritual, ecological and cultural understandings, we acknowledge our relational responsibilities to the human and more-than-human worlds. In their many forms, the arts and research-creation are at the interstices of life, theory, imagination, activism and action.
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Counselling Psychology explores the counselling, mental health, identity, career development, and well-being across educational, community and post-secondary settings. Faculty members in this area examine counselling psychology through scholar-practitioner, social, cultural, developmental, and systems-oriented perspectives. Their research considers how social and cultural contexts shape identity, mental health, learning, career development and experiences of support across the lifespan.
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Educational Psychology explores cognitive, developmental, clinical, neuropsychological, and sociocultural perspectives on lifespan learning, development, and well-being. Research within Educational Psychology examines how cognitive, emotional, moral, social, cultural, and environmental factors shape learning, development and well-being in schools, families, communities, and health contexts.
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Educational Technology and Learning Design (ETLD) explores how digital technologies are designed, implemented and studied in ways that support ethical and equitable learning and human flourishing.
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Educational Theory and Practice explores how educational research and inquiry can contribute to social and environmental change. Faculty members in ETAP include researchers, theorists and philosophers critically engaged with curriculum, instructional design, teaching and learning, program development, policy analysis and systems change.
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Literacies, Texts and Languages (LTL) explores the processes, tools, and social practices people use every day to make meaning of texts, including literature, graphic novels, oral stories, songs, dances, policy documents, social media posts, various genres of non-fiction and academic writing, popular television and film, toys, podcasts, picture books, and video games.
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Mathematics Education explores the teaching and learning of mathematics across educational contexts, with attention to research, professional practice, and the development of educators, scholars, and leaders.
Faculty Members Available to Supervise PhD Students
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