This course aims to analyze and evaluate the different positions of educators who have had an impact on the orientation of the learning-teaching processes throughout history.

This course aims to analyze the different philosophical schools of thought relevant to education in order to conceive it as a process oriented to the person and their comprehensive development.

The aim of this course is to acquaint students with the main characteristics of teachers according to the different educational models in order for students to identify and analyze their own personal profile, as achieved in their course of study in Educational Science.

The aim of this course is to acquaint students with the pedagogical principles that support learning in children between the ages of 3 and 6 and design, implement, and evaluate activities for students of that age group.

The aim of this course is to analyze the history of Psychopedagogy (Educational Psychology), its main representatives, areas of study, and professional applications.

This course aims to analyze the main implications that the nature of schools as organizations presents for the development of effective management action processes.

By the end of this course, the student will be able to apply the conceptual and methodological basis of evaluation theory to the counseling and school intervention processes and be able to correctly apply school psychology tests in that context.

The aim of this course is to acquaint students with the foundations of systems thinking, analyzing the theory of systems and cybernetics. They will also be able to identify the main epistemological aspects of this theory and the principal trends that result from it.

The aim of this course is for students to acquire theoretical and practical knowledge that will enable them to design, set up, and implement personal and family counseling programs.

The aim of this course is for students to apply the conceptual and methodological foundations of the theory of evaluation to psychoeducational counseling and intervention as the basis for a competent administration of psychoeducational testing in accordance with a specific educational context.