Education Studies and Global Sustainable Development BASc
AAB at A level; graduates earn a median £23,000 three years on.
95% of entrants came with A levels · 95% stay on after year 1 · Warwick course page, Discover Uni
What do you need to get in?
Typical offer — the grades most applicants are asked for. Contextual offer: ABB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 34 points34 IB additional information You will also need grade 4/C in GCSE Mathematics and grade 6/B in GCSE English Language or equivalent. | — |
| BTEC | —We welcome applications from students taking BTECs alongside one or two A levels. | — |
| Advanced Highers | AA in 2 Advanced Highers and ABB or BBB in three additional Highers subjects OR AA in 2 Advanced Highers and ABB or BBB in three additional Highers subjects OR AB in 2 Advanced Highers and AAB in three additional Highers subjects. | — |
| Access | 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis. Typically, we require 45 Credits at Level 3, including Di | — |
What do you study?
Compulsory modules this year: social & cultural skills 33% · green & sustainability 20% · arts & humanities 19% · transversal skills 16%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Warwick course page · optional modules vary by year
- International Education
What you learn (5)
- explain how education operates within international contexts
- compare education systems across different countries
- explain how globalisation affects schooling and education practices
- describe the variety of lifelong learning approaches across international settings
- present a case study of an international educational initiative
- Theories of Learning
What you learn (6)
- identify key theories and theorists of education and learning
- describe the main ideas of major learning theories
- explain how learning theories influence current educational practice
- evaluate the relevance of theoretical perspectives to teaching practice
- explain the concept of lifelong learning
- relate the concept of lifelong learning to personal development
- Introduction to the Philosophy of Education
What you learn (6)
- explain the contribution of philosophy to studying education
- construct a philosophical argument about an educational issue
- communicate philosophical arguments clearly to others
- evaluate the cogency of philosophical arguments and concepts
- judge the value of philosophical concepts for educational practice
- apply different approaches to analyse the purpose of philosophy in education
- Sociologies of Education
What you learn (8)
- explain key theories in the sociology of education
- evaluate sociological concepts applied to education
- explain how education systems contribute to social inequality
- support arguments on education and inequality with empirical examples
- construct a coherent argument using sociological theory and research
- interpret sociological concepts and research findings accurately
- identify sociological concepts relevant to educational practice
- assess the usefulness of sociological concepts for educators
- Economic Principles of Global Sustainable Development
What you learn (11)
- apply core economic principles to analyse sustainable development issues
- describe how economic activity links to social and environmental outcomes
- identify standard indicators used to measure economic development
- critique the limitations of conventional development measurement methods
- compare alternative frameworks for assessing sustainable economic progress
- explain theories of externalities and their relevance to policy intervention
- explain ethical and efficiency arguments for sustainable development intervention
- apply game theory to explain collective decision-making outcomes
- interpret abstract economic models relevant to sustainability
- apply quantitative data on global sustainability to evaluate policy design
- conduct independent research on an economic topic
- Environmental Principles of Global Sustainable Development
What you learn (11)
- explain the causes and extent of global environmental decline
- describe how human activities have affected the planet over time
- apply scientific knowledge when researching environmental sustainability issues
- analyse and present research findings on sustainability topics
- evaluate debates on environmental decline from multiple disciplinary viewpoints
- describe key academic concepts and frameworks used in sustainability studies
- evaluate governance approaches for improving global environmental sustainability
- conduct rigorous research on environmental issues to inform policy proposals
- formulate practice-based recommendations from environmental research findings
- present evidence-based policy proposals persuasively in writing
- present evidence-based policy proposals persuasively through oral argument
- Social Principles of Global Sustainable Development
What you learn (5)
- explain key global challenges using evidence-based reasoning
- describe social problems arising from specific economic development models
- evaluate explanations for uneven economic development between nations
- evaluate proposed strategies for reducing social inequality
- critique competing concepts of sustainable development in writing
- Global Sustainable Development (GSD) Project
What you learn (3)
- formulate research questions that break down sustainable transport problems
- design a research strategy selecting suitable methods to test hypotheses
- distinguish between types of evidence and assess them against scientific criteria
Year 2 · 0 core, 6 optional
6 optional modules
- Globalisation and Education
What you learn (2)
- explain how education functions within a global context
- compare education systems across different countries
- Professional Identity and Skills: Work-Based Placement
What you learn (9)
- gain practical experience operating in a professional workplace
- demonstrate personal responsibility when completing workplace tasks
- exercise independent decision-making in a professional context
- apply existing skills to new organisational tasks
- acquire new knowledge and competences relevant to organisational roles
- reflect on personal practice to identify gaps in own knowledge
- explain how personal knowledge limits shape analysis and interpretation
- communicate arguments and analysis clearly to specialist audiences
- communicate arguments and analysis clearly to non-specialist audiences
- Analysing and Interpreting Education Policy
What you learn (8)
- describe how historical events have shaped current education policy
- apply policy analysis techniques to real-world education policies
- communicate findings of a policy analysis to an audience
- explain cultural factors influencing education systems over time
- explain social factors affecting historical and current education landscapes
- evaluate the role of education within global political structures
- evaluate the relationship between education and global economic systems
- critique how education policy decisions influence teaching practice
- Health and Sustainable Development
What you learn (4)
- explain intended and unintended effects of health interventions and policies
- analyse how development processes and contextual change influence population health
- apply interdisciplinary frameworks to analyse global health problems
- use theoretical and practical tools to take action on global health challenges
- Security, Sovereignty and Sustainability in the Global Food System
What you learn (9)
- apply a food systems framework to identify sustainability issues in food production chains
- research sustainability issues arising across food production, processing and consumption
- analyse broad sustainability issues within the global food system
- evaluate technical responses proposed to address global food needs
- evaluate governance responses proposed to address global food needs
- explain key concepts of food security, sovereignty and sustainability
- apply these concepts critically to analyse food systems
- evaluate personal food consumption choices against sustainable development goals
- evaluate collective food consumption choices against sustainable development goals
- Inequalities and Sustainable Development: Inclusion and Dignity for All
What you learn (9)
- identify key features of inequalities in contemporary societies
- evaluate recent trends in inequality across local and global settings
- analyse debates linking inequality to socio-economic and environmental sustainability
- explain the complexity of sustainability-related policy problems
- assess challenges faced by policymakers addressing inequality
- describe cross-disciplinary theories explaining causes of inequality
- evaluate empirical evidence on consequences of inequality
- explain public attitudes towards inequality
- conduct independent research on inequality-related issues
Year 3 · 1 core, 3 optional · 30 credits ≈ 300 hours
- Dissertation/Independent Study
What you learn (7)
- design a feasible research project
- plan a research project schedule and approach
- carry out a research project according to plan
- manage the progress and resources of a research project
- produce an original research study on a current sustainability issue
- design an event to share research findings with the public
- present research findings to a public audience
3 optional modules
- Education and Social Justice
What you learn (6)
- explain how social and educational inequalities interact across different life stages
- critique key theoretical and philosophical perspectives on inequality and social justice
- construct a sustained argument on issues of social justice using relevant evidence
- evaluate the effectiveness of government policies aimed at reducing educational inequality
- critique empirical research on interventions designed to reduce educational inequalities
- propose solutions to educational inequality problems based on research analysis
- Education for Sustainability
What you learn (8)
- explain key concepts underpinning education for sustainable development
- discuss current debates surrounding education for sustainable development
- analyse the role of educational institutions in advancing sustainability
- evaluate policies on sustainable development education at different governance levels
- evaluate strategies and approaches used to implement sustainable development education
- propose suitable solutions for implementing sustainability policy in practice
- recognise the uncertainty and ambiguity present in sustainability policy and practice
- identify limitations in current knowledge of sustainable development education
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
Where does it lead?
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 60 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 23, 13
Half of graduates earned between £14,500 and £26,000. Five years on, the median is £28,500. 95% were in work or further study 15 months after finishing; 55% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 95% | 35 |
| In work or study, 15 months on5% studying | 95% | 15 |
| Professional or managerial job | 55% | 15 |
| Pay 15 months on, median | £32,000 | 20 |
| Pay 3 years on, median | £23,000 | 60 |
| Pay 5 years on, median | £28,500 | 65 |
What does it cost?
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
Warwick fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold.
What do students say?
NSS — a yearly survey of final-year students at every UK university; 82% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 35 students answered
Highest: 96% agreed on question 16; lowest: 78% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 92% |
| Question 2 | 85% |
| Question 3 | 91% |
| Question 4 | 91% |
| Question 5 | 89% |
| Question 6 | 92% |
| Question 7 | 91% |
| Question 8 | 88% |
| Question 9 | 87% |
| Question 10 | 87% |
| Question 11 | 88% |
| Question 12 | 91% |
| Question 13 | 88% |
| Question 14 | 87% |
| Question 15 | 95% |
| Question 16 | 96% |
| Question 17 | 96% |
| Question 18 | 93% |
| Question 19 | 88% |
| Question 20 | 96% |
| Question 21 | 94% |
| Question 22 | 81% |
| Question 23 | 91% |
| Question 24 | 78% |
| Question 25 | 87% |
| Question 26 | 94% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Warwick’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Warwick is a trade mark of the university; sch.today is independent of it.