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CYTOG HUMAN FORMATION AND LEARNING

Faculty V · Education and Learning Sciences

Department of

Educational Psychology

Complete Academic and Institutional Documentation Architecture

Academic Field: Educational Psychology · Authority: Sibling Department, Faculty V · CYTOG HUMAN FORMATION AND LEARNING · July 2026

Section I

Documentation and Academic Structure of the Department

The Department of Educational Psychology examines the psychological factors affecting learning and behaviour within actual educational settings — motivation, learning difficulty, classroom dynamics, and student wellbeing — applied directly to supporting individual students, distinct from Faculty III’s Department of Learning Psychology, which studies the general psychological science of learning independent of any specific educational institution.

Where the Department of Curriculum Studies examines what is taught, the Department of Educational Psychology examines the individual student’s psychological experience of being taught — work that requires particular care, since a psychological assessment applied to a student can shape their educational opportunities for years.

This document establishes the Department’s complete academic and institutional documentation architecture across seven structural layers.

Field → Department → Programme → Curriculum → Module → Assessment → Research → Formation Practice → Award → Graduate

Stage One · Foundational Framework

Section II

Foundational Framework

Governing Field. Human Formation, examined through the discipline of Educational Psychology — the systematic study of psychological factors affecting learning, motivation, and behaviour within actual educational institutions, applied to supporting individual students.

Central Premise. A student struggling in a classroom may be facing a learning difficulty, a motivational barrier, an unmet need, or an unsuitable teaching method — and mistaking one for another can result in a label that follows a student for years rather than the support they actually need. Educational psychology must diagnose the actual barrier before recommending any intervention.

Foundational Theoretical Anchor. The Department operates under the Principle of Educational Equity and Intellectual Independence established by the Department of Education, and coordinates closely with the Department of Learning Psychology (Faculty III, the general psychological science this Department applies in real classrooms) and the Department of Developmental Assessment (Faculty III), whose Principle of Validated Application this Department extends into educational contexts specifically.

A STRUGGLING STUDENT DESERVES A CORRECT DIAGNOSIS BEFORE A LASTING LABEL.

Stage Two · Programme List

Section III

Programme List

The Department offers a complete academic ladder from foundational study through doctoral research.

Certificate in Educational Psychology

Diploma in Educational Psychology

BA (Honours) Educational Psychology

Postgraduate Certificate in Educational Psychology

Postgraduate Diploma in Educational Psychology

MA Educational Psychology

MRes Educational Psychology

MPhil Educational Psychology

PhD Educational Psychology

Professional Practice Certificate in Educational Psychology Support

Stage Three · Delivery Framework

Section IV

Delivery Framework

The Department is delivered online-first, using structured cohort-based study supported by Module Specifications, Study Guides, Teaching Manuals, and Assessment Briefs for every unit, consistent with the Institute’s established production standard.

Structured Instruction

Levels 4–5 establish foundational vocabulary and method in motivation theory, learning difficulty, and classroom dynamics.

Scaffolded Independence

Levels 6–7 progressively require independent educational psychology research under supervision.

Cohort-Based Study

Learners progress in structured cohorts, supporting collaborative review of student support recommendations against stigmatization risk.

Distance and Blended Access

All programmes are available by distance; the Professional Practice Certificate includes supervised practicum in educational psychology support, always under licensed supervision.

Stage Four · Curriculum

Section V

Curriculum

The BA (Honours) Educational Psychology curriculum proceeds across four levels, numbered EDP101 through EDP111, following the Institute’s core pedagogical standard: scaffolded progression from structured instruction toward fully independent, supervised educational psychology practice.

Level	Focus	Modules
Level 4	Foundations of Educational Psychology; the barrier–label distinction; introduction to motivation and learning difficulty theory	EDP101–EDP104
Level 5	Classroom dynamics and student wellbeing; comparative support models; ethics of educational labeling	EDP105–EDP107
Level 6	Independent educational psychology research; capstone supervised case study; specialization electives	EDP108–EDP109
Level 7 (MA)	Advanced educational psychology theory; educational psychology and Human Formation; research methods; dissertation	EDP110–EDP111

Key Pedagogical Standard. Every module moves the learner from structured instruction toward the independent, supervised capacity to diagnose the actual barrier a struggling student faces before recommending any intervention or label — no learner exits the programme willing to label a student without first ruling out simpler explanations for their difficulty.

Stage Five · Research Fields and Centres

Section VI

Research Fields and Centres

The Department maintains the following primary research fields:

Motivation and Engagement in Educational Settings

Learning Difficulty and Support Models

Classroom Dynamics and Student Wellbeing

Educational Psychology and Learning Psychology (joint with Faculty III)

Educational Psychology and Developmental Assessment (joint with Faculty III)

Comparative Support Models Across Educational Systems

Ethics of Educational Labeling and Diagnosis

Educational Psychology and Human Formation Pedagogy (joint with Department of Human Formation Pedagogy)

Centre for Educational Psychology

The Department’s standing research centre, coordinating cross-domain research with the Department of Education, the Department of Learning Psychology (Faculty III), and the Department of Developmental Assessment (Faculty III).

Stage Six · Assessment and Ethics

Section VII

Assessment and Ethics

Assessment in the Department evaluates a learner’s competence in diagnosing genuine barriers to learning and recommending support — never a reward for the fastest or most convenient label rather than the most accurate diagnosis.

Because a psychological label applied to a student can shape their educational opportunities for years, the Department applies a dedicated integrity principle.

THE PRINCIPLE OF NON-STIGMATIZING EDUCATIONAL SUPPORT: no student shall be labeled with a learning difficulty or psychological classification without a properly qualified assessment, and every label applied within this Department’s practice shall exist solely to direct support toward the student, never to justify their exclusion, lowered expectation, or reduced opportunity.

Stage Seven · Award Titles

Section VIII

Award Titles

Certificate in Educational Psychology

II.

Diploma in Educational Psychology

III.

BA (Honours) Educational Psychology

IV.

Postgraduate Certificate in Educational Psychology

Postgraduate Diploma in Educational Psychology

VI.

MA Educational Psychology

VII.

MRes Educational Psychology

VIII.

MPhil Educational Psychology

IX.

PhD Educational Psychology

Professional Practice Certificate in Educational Psychology Support

Section IX

Public-Facing Department Page

The Department of Educational Psychology is where the Institute studies the psychological factors affecting real students in real classrooms — motivation, learning difficulty, and wellbeing — always diagnosing the actual barrier before recommending any label. As a sibling Department of Faculty V, it applies psychological science directly to supporting individual students, never to sorting them.

Learners join a structured academic pathway from Certificate through PhD, moving from guided foundational study toward independent, supervised educational psychology practice, supported at every level by the Institute’s full documentation standard: Module Specifications, Study Guides, Teaching Manuals, and Assessment Briefs.

Section X

Permanent Department Documentation Order

The permanent documentation order of the Department, restated for reference:

Foundational Framework

II.

Programme List

III.

Delivery Framework

IV.

Curriculum

Research Fields and Centres

VI.

Assessment and Ethics

VII.

Award Titles

Part Twelve · Delivery Framework Detail

A consolidated summary of all twelve programmes offered by the Department.

Award	Abbreviation	Duration	Credits	Tuition
Certificate in Educational Psychology	CertEdP	6–12 months	60 credits	₦450,000
Diploma in Educational Psychology	DipEdP	1 year	120 credits	₦850,000
BA Educational Psychology	BA EdP	3 years	360 credits	₦2,400,000
BA (Honours) Educational Psychology	BA(Hons) EdP	4 years	480 credits	₦3,100,000
Postgraduate Certificate in Educational Psychology	PGCert EdP	6 months	60 credits	₦900,000
Postgraduate Diploma in Educational Psychology	PGDip EdP	9 months	120 credits	₦1,600,000
MA Educational Psychology	MA EdP	1 year (FT) / 2 years (PT)	180 credits	₦2,900,000
Specialized Master’s in Educational Psychology	MA EdP (Spec.)	1 year (FT) / 2 years (PT)	180 credits	₦3,200,000
MRes Educational Psychology	MRes EdP	1 year (FT) / 2 years (PT)	180 credits	₦3,400,000
MPhil Educational Psychology	MPhil EdP	2 years (FT) / 3 years (PT)	240 credits	₦5,600,000
PhD Educational Psychology	PhD EdP	3–4 years (FT) / 5–6 years (PT)	360 credits	₦9,100,000+
Professional Practice Certificate in Educational Psychology Support	PPC EPS	6–9 months	60 credits (practice-based)	₦1,100,000

Section XXV

Credit Framework

The Department applies the Institute’s standard credit framework: one credit represents approximately 10 notional learning hours, inclusive of guided instruction, independent study, educational psychology support practicum where applicable, and assessment.

Level	Credits (Full Level)	Notional Learning Hours
Level 4 (Certificate/Year 1)	120	1,200
Level 5 (Diploma/Year 2)	120	1,200
Level 6 (BA Year 3 / Honours Year)	120–240	1,200–2,400
Level 7 (Postgraduate/MA)	180	1,800
Level 8 (MPhil/PhD, research credit)	240–360	2,400–3,600

Section XXVI

Educational Psychology Ethics Principle

Because a psychological label applied to a student can shape their educational opportunities for years, the Department’s ethical commitments govern every module, practicum, and research activity it authorizes.

THE PRINCIPLE OF NON-STIGMATIZING EDUCATIONAL SUPPORT (restated as governing Department ethic): this Department diagnoses barriers in order to remove them, never to sort students into categories of reduced expectation. No graduate of this Department applies a label to a student without a properly qualified assessment and a clear support purpose behind it.

This principle governs curriculum design, educational psychology support practicum, assessment design, and all research involving human participants across the Department, and stands alongside the Principle of Educational Equity and Intellectual Independence (Department of Education), the Principle of Learner Data Dignity (Department of Learning Sciences), and the Principle of Curricular Transparency and Inclusion (Department of Curriculum Studies) as the fourth ethics principle documented within Faculty V.

Section XXVII

Tuition Principle

Tuition for every programme is published in full above, with no undisclosed fees. Where a learner’s circumstances warrant it, the Department may offer needs-based tuition adjustment, cohort scholarships, or staged payment plans, at the discretion of the Institute’s admissions and finance offices.

Tuition figures reflect the Institute’s standard credit-based tuition model and are reviewed annually.

Section XXVIII

Final Delivery and Access Declaration

The Department of Educational Psychology is delivered online-first to maximize access for learners regardless of geographic location, with structured cohort support, complete documentation for every module, and a clear pathway from Certificate through PhD. No learner shall be required to relocate to access any taught programme offered by this Department, though supervised practicum placements may require local arrangement.

Section XXIX

Final Structural Declaration

The Department of Educational Psychology stands as a sibling Department of Faculty V, holding the study of the individual student’s psychological experience of being taught, in service of support rather than sorting. Every award, module, and research activity documented above proceeds through the Department’s permanent structural chain:

Field → Department → Programme → Curriculum → Module → Assessment → Research → Formation Practice → Award → Graduate

This chain governs the Department of Educational Psychology now and permanently, coordinated with, and answerable to, the Principle of Educational Equity and Intellectual Independence held by the Department of Education.