Doctoral Programme – Faculty of Social Sciences Education

Introduction

In accordance with DIKTI decree No. 4350/UN40/HK/2014, the Doctoral Program (S3) in Geography Education at Universitas Pendidikan Indonesia (UPI) was officially established on June 17, 2014. Its objective is to cultivate academics who are capable of generating new knowledge through interdisciplinary research to address complex issues in geography education and make a meaningful contribution at both the national and international levels. This program, which serves as the premier program of the Faculty of Social Science Education (FPIPS), is crucial and prestigious in its demonstration of UPI's ability to provide advanced doctoral education that is research-intensive. This program directly enhances UPI's reputation by producing globally competitive scientists and researchers. Specifically, the university's profile is strengthened by the achievement of "EXCELLENT" accreditation from BAN- PT/LAMDIK and international accreditation from AQAS, which demonstrates its commitment to meeting global academic quality standards. Consequently, this doctoral program is a critical element of UPI's strategy to establish itself as a world-class and comprehensive research university.

Academic Staff

Programme Structure

The national Semester Credit System (SKS) is implemented by the Doctoral Program in Geography Education at UPI. This system is equivalent and compatible with the ECTS principles, particularly in the provision of credits based on learning outcomes. Implementation in the Doctoral Program in Geography Education at UPI: The SKS principle is strictly enforced, requiring that credits be granted only after students have successfully completed comprehensive assessments (exams, seminars, publications, dissertations), rather than merely attending. The Semester Credit System (SKS) is implemented in this study program, with 1 SKS representing a study burden of 170 minutes per week per semester. Indonesia's SKS system has been acknowledged as compatible with ECTS for a long time, with 1 SKS typically equivalent to 1.5 ECTS. This is a fact that is both practical and historical. This enables the transmission of credit and mobility between universities in Indonesia and Europe.

The total ECTS credits and each educational component are detailed below, based on official data from the curriculum.upi.edu for the Doctoral Program in Geography Education and the credit conversion criteria from SKS to ECTS at UPI (1 SKS = 1.5 ECTS). The total study load for the Doctoral Program in Geography Education at UPI is 63 ECTS, which is equivalent to 42 SKS × 1.5.

Doctoral Programme Curriculum Structure and ECTS Conversion

No.	Educational Component	Credit Load (SKS)	ECTS	Description / Course Examples
1	General Courses	2 SKS	3 ECTS	Philosophy of Science (2 SKS) — Compulsory
2	Development of Study Program Expertise	12–14 SKS	18–21 ECTS	Theory of Geography Education (3 SKS = 4.5 ECTS) Approaches and Principles of Geography (3 SKS = 4.5 ECTS) Problems and Issues in Geography Education (3 SKS = 4.5 ECTS) Visualization and Utilization of Geographic Information (3 SKS = 4.5 ECTS) Curriculum and Geography Learning Studies (3 SKS = 4.5 ECTS) — Elective
3	Development of Skills in the Field of Expertise	8 SKS	12 ECTS	Dissertation Proposal Seminar (2 SKS = 3 ECTS) Dissertation Research Results Seminar (2 SKS = 3 ECTS) Scientific Publication (4 SKS = 6 ECTS)
4	Advanced Competence Strengthening	20 SKS	30 ECTS	Qualifying Examination Colloquium Field Research Closed Examination (Doctoral Promotion Defense)
TOTAL		42–44 SKS	63–66 ECTS	Overall Doctoral Programme Credit Load

Curriculum

The Doctoral Program in Geography Education curriculum integrates advanced philosophy of geography education, pedagogical content knowledge, interdisciplinary research, and scientific publication to develop scholars capable of producing original and impactful contributions in geography education.

Graduate Learning Outcomes (CPL)

Graduates are expected to demonstrate scientific, educational, and religious attitudes and behaviors based on academic norms and ethics.
Graduates are able to develop spatial intelligence and conduct original, creative, and scientifically validated research through mastery and critique of geography education philosophy, theories, approaches, and principles.
Graduates develop pedagogical and geographical content knowledge (Pedagogical Content Knowledge) to address educational and geographical learning challenges.
Graduates understand scientific procedures, ethics, and publication systems for communicating research ideas and findings through oral and written forms.
Graduates are able to integrate life skills, technology mastery, innovation, and lifelong learning into academic and professional development.
Graduates are capable of discovering and developing new theories, concepts, and scientific contributions through interdisciplinary, multidisciplinary, and transdisciplinary research.
Graduates are able to analyze, design, manage, conduct, and lead geography education research individually and collaboratively.
Graduates are able to communicate research findings effectively through scientific forums and journals to achieve national and international recognition.

Curriculum Orientation

Curriculum Component	Implementation in the Program
Philosophy of Geography Education	Developing critical understanding of philosophy, theories, and principles of geography education to cultivate spatial intelligence.
Pedagogical Content Knowledge	Strengthening pedagogical and geographical content knowledge to solve educational and learning challenges in geography.
Advanced Research and Innovation	Designing, managing, and leading original research using interdisciplinary, multidisciplinary, and transdisciplinary approaches.
Scientific Communication and Publication	Preparing students to communicate and publish research findings through scientific forums and journals at national and international levels.

The curriculum structure of the study program demonstrates that each course has its own specific learning outcomes, which contribute to the achievement of programme-level Graduate Learning Outcomes (CPL).

Curriculum Structure Curriculum & CPL Relation

Accreditation

Excellent Accreditation

Accredited by LAMDIK

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International Accreditation

Accredited by AQAS

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Admission

Admission information for the Doctoral Programme, including RPL pathways and registration procedures.

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