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CQUni Handbook
CL85 - Master of Educational Neuroscience
Overview
Course Overview
This course is for anyone involved in education - whether as a teacher, an academic, a psychologist, a parent –who is interested in cutting edge neuroscientific evidence that will immediately inform and improve practice.
You will learn how to create optimal learning experiences using brain-friendly approaches that will improve achievements and wellness. Areas that you will learn about include our social brain, optimising learning and memory, neuroplasticity, genes and epigenetics, addressing stress, linking brain research with teaching and learning strategies, and teaching students about their brain and how it works.
This course will help you to develop research skills and critically evaluate research in educational neuroscience. Culminating activities use project-based learning to further enhance your expertise. The course content and assessments are brain-friendly as you will soon discover! Study in a student-friendly online learning environment that is self-paced and fits into your lifestyle.
Career Information
Graduates of the Master of Educational Neuroscience have highly specialised knowledge and skills in educational neuroscience that they can apply in their professional practice. Graduates have an understanding of contemporary research and practice that they may use to maximise learning and wellness for the learners with whom they work, as well as for themselves and colleagues. In some instances, graduates wish to use the Master of Educational Neuroscience as evidence for continuing professional development requirements and/or advancement in their field. Graduates may also seek employment in a related work area where their educational expertise may be used more fully to meet career aspirations.
Course Details
| Duration | 1 years full-time or 4 years part-time |
|---|---|
| Credit Points that Must be Earned | 48 |
| Number of Units Required | CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24). |
| Expected Hours of Study | One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term. |
| Course Type | Postgraduate Award |
| Qualification (post nominal) | MEdNeuroSc |
| AQF Level | Level 9: Masters Degree (Coursework) |
| Course Fees |
Indicative Year - 2025
Indicative Year - 2024
Indicative Year - 2023
Indicative Year - 2022
|
Admission Codes
|
Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
Not Applicable |
|---|---|
|
International Students CRICOS Codes |
Not Applicable |
Where and when can I start?
Domestic Availability
Hyperflexible Annual Term - 2026
Online
Hyperflexible Annual Term - 2025
Online
Hyperflexible Annual Term - 2024
Online
Overseas Availabilities
Hyperflexible Annual Term - 2026
Online
Hyperflexible Annual Term - 2025
Online
Hyperflexible Annual Term - 2024
Online
For any problems regarding admissions availability for the selected course please contact
13 CQUni (13 27 86) or send us an email at
http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry Requirements
To be eligible for entry into this course, applicants must hold one of the following:
- A completed Australian Qualifications Framework (AQF) equivalent Bachelor degree or higher equivalent qualification with a minimum of 2 years of professional experience in the facilitation of learning of others; OR
- A CQUniversity Graduate Certificate in Educational Neuroscience; OR
- Current Teacher Registration with an Australian State or Territory teacher registration authority (or equivalent).
Employment experience must be shown in a letter of employment which is presented on company letterhead as well as signed and dated by a delegated authority. The letter must contain position title, duties performed and length of service.
English Language Proficiency Requirements:
If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, South Africa or United States of America you are required to meet the English Language Proficiency requirements set by the University. Applicants are required to provide evidence of completion of:
- A secondary qualification (Year 11 and 12, or equivalent), or
- An Australian Qualifications Framework (AQF) diploma level qualification, or
- Bachelor level qualification study for a period of at least 2 years full time with a minimum overall GPA 4.0
Completed within Australia, Canada, New Zealand, United Kingdom, South Africa, Ireland, or United States of America, which will meet the English proficiency.
If you do not satisfy any of the above you will need to undertake an English language proficiency test and achieve the following scores as below:
- An International English Language Testing System (IELTS Academic) overall band score of at least 6.0 overall with a minimum 5.5 in each subset; or
- Test of English as a Foreign Language (TOEFL) - Requires 550 or better overall & minimum TWE score of 4.5 (Paper Based Test), or 75 or better overall and no score less than 17 (Internet Based Test); or
- Pearson Test of English Academic (PTE Academic) - Requires an overall score of 54 with no sub-score less than 46; or
- An Occupational English Test with Grades A or B only in each of the four components.
English test results remain valid for no more than two years between the final examination date and the date of commencement of the study and must appear on a single result certificate.
International Students should visit http://www.cqu.edu.au/international for further information.
Each student will be assessed individually.
Assumed Knowledge
The course is 1200 hours. This is a hyperflexible course that is available 24/7 and 365 days a year to support the self-paced study by students.
Security Requirements
Not applicable.
Health Requirements
Not applicable.
Fees and Charges
Be Different
- Indicative Year - 2025
- Domestic Full Fee Paying – Indicative First Year Fee - $14,400
- International Indicative First Term Fee - $9,360
- International Indicative First Year Fee - $18,720
- Indicative Year - 2024
- Domestic Full Fee Paying – Indicative First Year Fee - $13,776
- International Indicative First Term Fee - $8,880
- International Indicative First Year Fee - $17,760
- Indicative Year - 2023
- Domestic Full Fee Paying – Indicative First Year Fee - $12,756
- International Indicative First Term Fee - $8,400
- International Indicative First Year Fee - $16,800
- Indicative Year - 2022
- Domestic Full Fee Paying – Indicative First Year Fee - $15,132
- International Indicative First Term Fee - $8,400
- International Indicative First Year Fee - $16,800
Higher Education
Course Features
Awards and Accreditation
| Interim Awards | CM11 - Graduate Certificate in Educational Neuroscience |
|---|---|
| Exit Awards | CM11 - Graduate Certificate in Educational Neuroscience |
| Accreditation |
|
Residential School Requirements
No Residential School for this course.
Practicum/Work Placement
| Not applicable |
Previous and Current Enrolments
| Year | Number of Students |
|---|---|
| 2024 | 77 |
| 2023 | 68 |
| 2022 | 80 |
| 2021 | 94 |
| 2020 | 53 |
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.
Please note that in some instances there may be similarities between course, entry and inherent requirements.
If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.
Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
Adhering to ethical guidelines set by local, state, and national education authorities, focusing on professional conduct, confidentiality, non-discrimination, and respectful interactions. Regular training, professional development, and ongoing self-reflection are essential.
Treating personal information as confidential, respecting diversity, and seeking mentorship when facing complex ethical dilemmas.
Academic Integrity: Commitment to ethical guidelines and original work.
Reflecting on personal behaviours, being receptive to feedback, interacting respectfully with diverse backgrounds, demonstrating cultural competence, managing challenging behaviours, processing emotions effectively, and maintaining behavioural stability in educational settings.
Proactively stay informed about changes in legislation. This includes understanding educational standards, certification requirements, and any mandatory training or professional development. By doing so, they can ensure compliance with data privacy laws, safety protocols, and inclusive education policies and feel in control of their legal obligations.
Expressing ideas in written and visual formats that are cohesive, continuous, concise, and clear.
Presenting ideas logically and concisely.
Engaging readers/viewers by communicating ideas effectively, using precise and clear word choice and sentence structure.
Conceptualising and applying knowledge, completing tasks within set timeframes, synthesising information, interpreting student data, adhering to policies, active listening, accurate documentation, and effective use of literacy and numeracy skills.
Critical Thinking: Objectively analyse information, consider multiple perspectives, recognise biases, logically connect ideas, and reflect on beliefs. Prioritise logic and evidence over emotions and personal bias in evaluating information.
Proficiency in conducting and integrating research.
Reflective Practice: Capability to reflect on and articulate learning experiences.
Creativity: Innovative presentation of knowledge and insights.
Presentation Skills: Clarity and coherence in written and visual formats.
Independence: Self-motivation and proactive learning.
Recognising objects at various distances, monitoring student safety and behaviour, managing learning activities, hearing verbal communication, supporting learners in physical tasks, and providing tactile or emotional support as needed.
Visual and Auditory Accessibility: Students must be able to see and hear various online resources. This includes access, as needed, to assistive technologies like screen readers, magnification tools, and audio enhancements to accommodate visual and auditory needs.
Content Creation and Assessment Participation: Students must be able to do online quizzes, create short videos and write assessment responses. Accessible software and tools that facilitate content creation and submission for students with diverse abilities can meet this requirement.
Building rapport with colleagues, maintaining positive relationships under stress, displaying empathy and respect for diverse viewpoints, and ensuring confidentiality.
Encouraging and motivating students through praise and constructive feedback.
Working effectively with colleagues to enhance the educational environment.
Being flexible and open to change in response to students' needs and feedback.
Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
Identifying when a practice issue is outside your scope or expertise.
Identifying when your practice may be negatively affected by personal experience and/or reactions.
Identifying sources and strategies to enhance practice and improve professional learning.
Capability to reflect on and articulate learning experiences
Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of an educator.
Maintaining balance while transferring equipment, safely retrieving and using teaching materials.
Utilizing various teaching equipment, navigating different classroom environments, incorporating fine motor skills, handling delicate equipment, and interacting with computers and mobile devices.
Respecting others in the workplace by treating all with dignity and kindness, valuing their contributions, and fostering a collaborative and inclusive environment. This includes actively listening to others, providing constructive feedback, and avoiding behaviours perceived as discriminatory or harassing.
Positively and effectively relate to a wide variety of stakeholders.
Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
Consulting and collaborating to create and maintain effective working relationships and outcomes.
Creating and maintaining cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
Demonstrating the skills of collaborating with students and colleagues.
Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
Technological Proficiency: Comfort with digital platforms and tools.
Competently use desktop operating systems and productivity software, operate various electronic technologies, create digital presentations, enhance student learning with ICTs during placements, and understand strategies for the safe, responsible, and ethical use of ICT in education.
Core Learning Outcomes
- 1. Synthesise evidence-based research from Educational Neuroscience to enhance professional practice
- 2. Analyse critically and communicate specialised knowledge and skills in Educational Neuroscience to specialist and non-specialist audiences
- 3. Apply specialised knowledge and skills from Educational Neuroscience in professional practice exhibiting expert judgment, responsibility and autonomy.
| Course Learning Outcomes | |||
|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 |
| 1. KNOWLEDGE Have a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice | |||
| 2. KNOWLEDGE Have an understanding of research principles and methods applicable to a field of work and/or learning | |||
| 3. SKILLS Have cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship | |||
| 4. SKILLS Have cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice | |||
| 5. SKILLS Have cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level | |||
| 6. SKILLS Have communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences | |||
| 7. SKILLS Have technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship | |||
| 8. APPLICATION OF KNOWLEDGE & SKILLS Be able to use creativity and initiative to new situations in professional practice and/or for further learning | |||
| 9. APPLICATION OF KNOWLEDGE & SKILLS Be able to use high level personal autonomy and accountability | |||
| 10 APPLICATION OF KNOWLEDGE & SKILLS Be able to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship. | |||
| APPLICATION OF KNOWLEDGE & SKILLS Communicate, interact and collaborate with others effectively in culturally or linguistically diverse contexts in a culturally respectful manner | |||
Course Structure
In order to complete this course, you must:
- Complete the core structure
Core Structure
| Number of units: 7 | Total credit points: 48 |
|---|
Course Structure
| Available units | ||
|---|---|---|
| Students must complete the following compulsory units: | ||
| EDED20515 | Educational Neuroscience | |
| EDED20516 | Neuroscience-Powered Leadership | |
| EDED20517 | Neuroplasticians Research Project | |
| EDED20513 | Learning and Memory - A Neuroscientific View | |
| EDED29448 | Remote Learning Informed by Neuroscience | |
| EDED20512 | Advancing Educational Neuroscience Research | |
| EDED20514 | Capstone Research Project in Neuroscience | |
More Details
Study at your own pace, anywhere, anytime. Our resources and assessments are available 365 days a year, 24/7, for your convenience.
This course is suitable for anyone involved in education. Whether you're a teacher, an academic, a psychologist, a social worker, or a parent, you'll find value in our cutting-edge neuroscientific evidence. This knowledge can be immediately applied to inform and improve practice in brain-friendly ways.
By delving into contemporary insights into the brain, you'll gain practical knowledge that can be immediately applied to optimize student or client learning experiences. This will lead to improved achievements and wellness, benefiting both you and your students or clients.
We've designed your course content and assessments to be brain-friendly, providing a self-paced and student-friendly learning environment. It's an experience you're sure to enjoy!