The Bachelor's degree in "Educational Science" at the Free University of Berlin is aimed at acquiring technical, theoretical and methodological skills in the field of educational science.

In addition, well-founded theoretical knowledge and scientific principles in questions of socialization, upbringing and education as well as the institutionalization and organization of upbringing and educational processes are conveyed.

The pedagogical challenges in dealing with heterogeneity under diversity aspects are given special consideration.

The course imparts fundamental knowledge and methods in the field of empirical social research, which include quantitative and qualitative methods.

Educational science examines the social framework conditions for upbringing and education and deals with all institutions and situations in which upbringing occurs directly or indirectly. In addition to the family and school, these are a large number of institutions whose aim is to educate acting individuals to act independently and responsibly.

Program Structure


The mono bachelor's degree in educational science is divided into modules from the basics and specialization study area as well as modules from the affine area and the general vocational preparation study area.

In the course of study, selected pedagogical fields of action are exemplarily deepened as "focus areas". Depending on the course offer, it is possible to specialize in the focus areas of early childhood education, social pedagogy (child and youth welfare), school / school development and further education.

In the affine area, in addition to the compulsory module Introduction to Psychology, individual focuses and specializations can be developed beyond the specialist studies, which represent a useful addition to the achievement of the qualification goals and can create a more comprehensive understanding of certain problems and questions. Possible subjects are in particular psychology, political science, history and cultural studies, philosophy and humanities, economics, biology, mathematics and computer science. If academic achievements are made in other subjects (e.g. sociology) at other universities, crediting in the context of the affine area is possible.

As part of the general vocational preparation course, which also includes an internship and an introduction to the legal fundamentals of pedagogical action, students can acquire special knowledge and skills for a professional activity from the following areas of competence: foreign languages, information and media skills, Gender & diversity skills, organization and management, communicative skills, sustainable development and research orientation, in which additional practical professional knowledge and skills are imparted. Aims, content and structure of the general vocational preparation study area are regulated in a separate ABV study and examination regulations.

At the end of the course, the exemplary deepening and differentiation takes place in a field of study and through the independent scientific development of a self-selected problem (Bachelor thesis).

The course regulations regulate the structure and process of the course. It contains detailed descriptions of the content and qualification goals of each individual module and an exemplary course plan. The examination regulations define the type and requirements of the module examinations. In the regulations, the credit points (CP) for each module or event as well as the workload in hours for the entire course are specified.


Educational science, mono-Bachelor

Basics study area

Module 1

education and parenting

Module 2

Methods of empirical social research I

Module 3

Socialization and learning

Module 4

Institutionalization of education and upbringing

Module 5

Heterogeneity in educational and upbringing processes

Module 6

At rates pedagogical action - Basics

Study area specialization

Module 7

Educational  diagnostics

Module 8

Methods of empirical social research II

Module 9

Development of educational organizations

Module 10

Approaches to educational action - deepening

Module 11


Affine realm modules

Compulsory module

Introduction to psychology as an affine subject


further modules of your choice (see above)

Modules of the ABV area

Compulsory module

Legal foundations of pedagogical action


Activity in the context of the social field


further freely selectable modules

Career Prospects

Bachelor graduates have scientific knowledge and practical skills that qualify them for a job or a postgraduate course. 

For graduates of the Bachelor's degree in Education, employment is conceivable in the following areas: Child and youth welfare (e.g. daycare management, including elementary education, youth work, youth social work, educational assistance, family education); School (e.g. school social work); Vocational, adult and advanced training as well as planning, administration, coordination and development in educational institutions.

Since not all graduates find a place on the narrow, specialist job market, the acquisition of additional qualifications, as they are already imparted in the General Vocational Preparation (ABV) study area, as well as early orientation with regard to employment opportunities and the personal application strategy are of great importance for a successful career start.

A master’s degree is recommended for managerial positions and a doctorate may be a prerequisite for employment in research and teaching.

Note on starting a career in child and youth welfare:

The Berlin Senate Administration puts graduates of the bachelor's degree in education on an equal footing with socio-pedagogical specialists and those providing assistance with upbringing. If an entry into the field of child and youth welfare is planned, it is advisable to choose the corresponding focal points during the course and to complete additional internships in appropriate institutions beyond the mandatory internship. Both should be proven in applications. State recognition is not associated with this qualification and cannot be applied for. However, it is also not a prerequisite for employment, neither in child and youth welfare nor in other areas of social work.

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