Institute for International
Cooperation and Development Studies

International Cooperation and Emancipatory Education (online)
University-accredited master

International Cooperation and Emancipatory Education (online)

Aimed at: People interested in obtaining academic and professional training in international cooperation, development and transformative education.

The Master's Degree in Lifelong Learning in International Cooperation and Emancipatory Education (online) is a university-accredited qualification of the UPV/EHU, aimed at those students who cannot follow an on-site programme. It is aimed at improving the professional skills of individuals linked to cooperation and/or education, and those linked to other fields of social action.

The Master's Degree in Lifelong Learning in International Cooperation and Emancipatory Education (online) seeks to improve the professional skills of individuals linked to cooperation and/or education, and those linked to other fields of social action. We believe that involves: broadening the critical look at the global and local reality; constantly updating the specific content related to cooperation and education, incorporating values, and developing empowering skills for professional development underpinned by social  improvement and ethical criteria.

It consists of 60 credits, 54 of which are from the 12 compulsory signatures and the remaining 6 credits are for the Master's dissertation (TFM).

Entrance requirements

  • Any undergraduate degree or equivalent qualification (short-cycle degree, long-cycle degree, engineering, architecture).

  • The academic record, supporting letter, knowledge of languages and professional experience will be assessed when selecting the students. Other admission requirements, along with holding the necessary qualification, are providing a curriculum vitae and accrediting the merits cited. 

  • Foreign students must be able to express themselves correctly in written and spoken Spanish.


  • Economic globalisation and its driving forces.
  • The economic consequences of globalisation.
  • International monetary (dis)order.
  • Financial crises: the Great Recession.


  • Elena Martínez Tola
  • Efren Areskurrinaga Mirandona

  • Development as growth: from its origins to the Washington Consensus.
  • Development and capabilities: Human Development.
  • Sustainability and development.
  • The challenges of development cooperation: from the MDGs to the Post-2015 agenda.


  • Iker Etxano
  • Andrés Herrera

  • Feminism and gender equality in cooperation.
  • Gender, armed conflicts, peacebuilding and feminist resistances..


  • Sheida Besozzi
  • Itziar Mujika Chao

  • Multidimensional crisis and ecosocial transition.
  • Ecofeminist degrowth for good coliving.
  • Amaia Pérez Orozco

  • International cooperation policies.
  • International cooperation agents.
  • International cooperation instruments.
  • Alternatives to the international cooperation crisis.


  • Irati Labaien
  • María Viadero

  • Theoretical contributions on democratic participation and public-private interactions from the capabilities perspective.
  • New categories, concepts and tools for building a critical revisión of democracy and decisión taking.
  • Foundations and applications of participatory action research
  • From what's mine to what's ours: techniques for strategic planning
  • Jokin Alberdi
  • Igor Ahedo

  • Science and Technology: a look from Human Development and Social Transformation.
  • STEAM Education (Science, Technology, Engineering, Arts and Mathematics) from a coeducational perspective.
  • Unai Villena
  • Joseba Sainz de Murieta

  • Development Education. Origin and evolution.
  • Education for global citizenship.
  • The pedagogical translations of capitalism.
  • Critical pedagogies. Theories and practices for an Emancipatory Education.


  • Gema Celorio.
  • Juanjo Celorio.

  • The recognition of the subject, what cultures and what knowledge. Knowledge built between cosmovisions and discourses.
  • The didactic relation as a construction of situations, as journey and search.
  • The pedagogy of participation.
  • Group processes. Cooperative learning.


  • Jaume Martínez Bonafé
  • Leticia Sanjuán Sanz

  • Embodiment of life, politics and human rights.
  • Intersectionality: the body as territory of violence and emancipation.
  • The presence of the body and emotions in emancipatory education.


  • Rakel Oion

  • Education in the rural medium: the role of agrarian education and rural development and the conceptual opening of urban studies.
  • Food sovereignty: pillars and practices. The experiences of critical agrarian education.
  • The triad of urban space, social space and nearby space. The crisis of the 70s.
  • The social production of space and the spacial reproduction of society. Consequences and challenges for modern urban life.


  • David Gallar
  • Josefina Roco

  • Communication in the era of the convergence of the media. The sociopolitical role of social media.
  • New and old media for an emancipatory education.
  • Aquilina Fueyo

The research work will serve so that the students can apply the knowledge acquired throughout the course in the investigation of a topic related to the subjects taught, as well as to be able to evaluate the degree of knowledge, the investigative capacity and the mastery of the instruments that a course of these characteristics requires.


The Master is made up of 60 ECTS credits, divided into the 12 subjects that make up the programme. These 12 subjects cover a total of 54 credits and another 6 credits are assigned to a final research project that the students must carry out. The different subjects are divided into topics that consist of one or several central readings and others of a complementary nature on which different analysis and commentary work will have to be carried out in accordance with the indications of the teaching staff responsible for each subject.

Likewise, each topic will refer to different Internet pages specialised in the subject matter of study in said unit where the information offered by different international organisations and institutions can be made available, as well as academic articles or opinion articles by experts in the subject matter of study.


This Master’s evaluation system, in line with the usual evaluation system of an online course, must be of a continuous nature, adjusting, logically, to the characteristics of a non-face-to-face course. In this sense, this master’s evaluation will consist of the following parts:

  • Students must proceed to read the central and complementary texts recommended in each subject and to carry out the evaluation and control exercises that are required in each of them.

  • Students must participate compulsorily in the discussion forums proposed in each subject, so that the teacher can assess and evaluate the degree of participation and knowledge of the topics under discussion.

  • Students must carry out a final research project, which corresponds to a total of 6 credits, for which the appropriate guidelines will be provided. This work will be an essential requirement for obtaining the corresponding title.

To obtain the degree, students must pass at least 85% of the credits, including the master’s dissertation.

If you wish to learn more about the master's degree, visit its web page on the UPV/EHU site.To pre-enroll please enter the online plataform.