Last edit: 08/02/2021
Approved: 08/02/2021

In times of rapid technological development, there is a strong need for engineers with the competence to act as an intermediary for knowledge and to develop knowledge within the industry, administration, and academia.  There is also a pronounced need for teachers who can arouse student interest in  mathematics, technology, and natural science subjects. 
The combination programme, Master of Science in Engineering and in Education, results in a Master’s degree and a teaching degree from The Royal Institute of Technology within one of the subject combinations: mathematics/physics, mathematics/chemistry or mathematics/technology, where the technology subject is profiled towards either information and communication technology or energy and environmental science.The programme gives both the competencies to work as a pedagogical engineer and as a teacher mainly within upper secondary schools and adult education institutions.

In The Higher Education Act (, the goals for fundamental higher education can be found.  In The Higher Education Ordinance, the goals for the Master of Science in Engineering degree and the Master of Science of Education degrees, respectively, can be found.

For KTH’s Master of Science in Engineering programmes, the common goals can be found in the local regulations at KTH

In addition to that, KTH in cooperation with Stockholm University have the following goals for the Master of Science in Engineering and in Education programme:

The newly graduated CL-engineer/teacher should, after a short introduction at the work place, be able to independently carry out relatively qualified tasks within his/her profile area.  The CL-engineer/teacher should independently and together with others, be able to plan, execute, evaluate, and develop teaching in upper secondary school and other educational environments and participate in the leadership of these.  After a few years qualified professional work, the engineer should be able to independently contribute in the utilization and development of new, internationally competitive technology while observing ethical and social factors, and, in addition, be able to make judgments of the long-term consequences for the environment.

In The Higher Education Ordinance, the goals for different degrees are grouped under Knowledge and Understanding, Skills and Abilities, and the Judgment and Approach.  KTH in cooperation with Stockholm University have developed the following goals:

Knowledge and understanding

After completing the programme, Master of Science in Engineering and in Education, the student should:        

  • show a deepened knowledge about central concepts, principles and methods within his/hers subject combination
  • show in-debt knowledge of hypothetical-deductive, inductive, deductive, as well as qualitative and quantitative research methodologies. 
  • show understanding of how technology and natural science as well as pedagogy and subject didactics have a scientific foundation of theory, empiricism and reliable experience        
  • show knowledge about mathematics’ scientific foundation and its logical-deductive structure        
  • show knowledge about teaching, as well as youth- and adult- learning within mathematics and physics/chemistry/technology
  • show knowledge about the organization of the school system, relevant policy documents, curriculum theory and various educational-didactic perspectives, as well as display knowledge about the history of the school system.
  • show extensive knowledge of how to analyse and assess youths’ and adults’ knowledge development and show good knowledge in grading within his/her subject combination        
  • show knowledge about groups and organisational processes, relations between leaders and of the importance that such processes and relations are characterised by equality, respect and the principle that all humans are equal in dignity and rights.

Skills and abilities

After completing the programme, Master of Science in Engineering and in Education, the student should:       

  • show deepened abilities to critically and independently systemise and reflect over one’s own and others’ experiences and relevant research in order support professional development and knowledge development within mathematics and physics, chemistry or technology
  • show the ability to independently search, assimilate, and evaluate new knowledge within mathematical, natural, technical and educational sciences and identify the need to further develop such knowledge.        
  • show a good ability to independently analyse technical, scientific and mathematical problems and be able to carry out reasoning and calculation central in these areas.        
  • show the ability to independently, and together with others, lead, plan, carry out, evaluate and develop teaching and education within schools, businesses and organisations. 
  • show in-debt knowledge how to stimulate each student’s learning and development.
  • show the ability to identify and, in a team, manage special pedagogical needs.
  • show the ability to professionally values and communicate human rights and democratical values, to preempt and prevent discrimination and operate from a perspective of social and gender equality.
  • show the ability to, within one’s own subject area, plan technical and natural-scientific experiments and measurements and evaluate the results        
  • show the ability to, with mathematical models, describe technical and natural-scientific courses of events and judge these models’ potentials and limitations in different situations        
  • show the ability to use and reflect upon information and communication technology’s potentials in problem solutions within one’s own subject area as well as for pedagogical and communicative usage        
  • show a good ability to, within both of the professional areas, communicate knowledge, experiences, and professional judgments, orally as well as in writing, and to lead and collaborate in professional discussions

Ability to make judgments and adopt a standpoint

After completing the programme, Master of Science in Engineering and in Education, the student should:        

  • show the ability to evaluate the possibilities and limitations of technology, especially in relation to economically, socially and ecologically  sustainable development. 
  • show both selfknowledge and empathic ability, as well as an ability to act professionally towards students and their caretakers.
  • show insights conserning ethnicity, gender, and conditions for sustainable social development        
  • show the ability to actively participate in democratic consideration and decision processes in a way which exhibits empathy, understanding and respect for individuals and groups with different social, cultural, and religious backgrounds
  • show the ability to recognize one’s own need for further knowledge and to develop one’s professional pedagogical skills.