Reimagining Learning in the Digital Era

Technology is transforming how learning systems are designed, delivered and evaluated. The convergence of learning sciences, mobile technologies and data systems has positioned Educational Technology (ET) as a powerful interdisciplinary field integrating pedagogy, engineering, management and innovation.

Across sectors, organisations are increasingly recognising that sustainable growth depends on well-designed learning architectures, intelligent information systems, and technology-enabled capability development. This has created a growing demand for professionals who can design scalable learning systems with effective use of mobile learning platforms who can innovative educational ecosystems.

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About the Programme

The MTech in Educational Technology at NIIT University prepares professionals to design and lead technology-enabled learning initiatives grounded in learning sciences and real-world application.

The programme integrates:

Learning sciences and brain-aligned pedagogy
Instructional design and digital learning environments
Web-enabled systems and mobile learning applications
Assessment, certification and competency frameworks
Technology management and innovation strategy
Research-led practice through internships and thesis work

Students develop the ability to apply learning engineering principles to create impactful, scalable, and sustainable learning systems.

Specialisation Pathways

NU offers two focused specialisations within the MTech (ET) programme, each aligned to distinct professional contexts while rooted in the common foundation of learning engineering, technology integration, research and leadership development.

Teaching–Learning Process Innovation (TLPI)

TLPI is technology-enabled and multidisciplinary specialisation designed to advance the professional capabilities of educators in digitally evolving learning environments. It strengthens teachers’ competencies in learning sciences, instructional design, assessment and certification systems, mobile and web-enabled pedagogy, and reflective practice. Through an experiential and research-integrated approach, the pathway equips educators to design evidence-based, technology-supported learning architectures that enhance learner engagement, critical thinking, and knowledge construction. By combining ICT proficiency with pedagogical innovation and structured R&D engagement, TLPI prepares educators to become learning engineers and academic leaders capable of driving institutional transformation.

Business Model Innovation (BMI)

BMI is technology-driven and multidisciplinary specialisation tailored for professionals seeking to lead digital transformation and innovation in education-focused and knowledge-intensive enterprises. The pathway integrates technology management, platform thinking, learning system design, productivity enhancement, and strategic decision-making. With strong emphasis on applied research, industry immersion and innovation-led problem solving, BMI develops leaders who can design scalable learning ecosystems, optimise organisational processes, and build sustainable, technology-enabled business models. Graduates are prepared to operate effectively in complex, rapidly evolving environments where strategy, pedagogy, and technology intersect.

Career Pathways

Graduates of the programme emerge as:

Learning Engineers
Instructional Designers
Digital Learning Architects
EdTech Product Specialists
Learning Strategy Consultants
Technology Leaders in Education and Organisations

They contribute to innovation across schools, universities, corporate learning environments, EdTech companies, and digital learning enterprises.

NU’s Educational Technology Vision

To be the leading hub of interdisciplinary research, education, training and extension in Educational Technology knowledge discipline, so as to align objectives of theory and practice of ET with those of productive economic activities in knowledge economy.

NU’s Educational Technology Mission

To design pedagogy and instruction components integrating objectives of teaching-learning (T-L) with those of work.
To develop convergence technology (CT)-enabled: o ET products as learning evidences automizing multiple learning pathways. o ET activities for generating learning evidences
To pioneer use of CT-enabled devices to deliver distinctive Teaching-Learning (T-L) Organization Mobility value Chain
To train ET professionals as: o ICT-competent Teachers at pre-service, induction, initiated, proficiency and senior transformative levels in schools and colleges. o Business Transformation Leaders at strategy, control and operations levels at work in different business domains.
To foster interdisciplinary research, education, extension and relevance and continuity planning in theory and practice of ET knowledge discipline

I am an accomplished University Education Assistant Professor successful at teaching graduate, postgraduate, and doctoral students with eighteen years of professional and teaching experience. My Fulbright post-doctoral programme in the USA led me to pursue an MTech ET program at NIIT University to extend my expertise in the advanced abilities of educational technology. In contrast to other universities, NIIT’s MTech ET programme adds value to the Teaching-Learning Process by utilizing an experiential learning and reflection-based approach to teaching. The curriculum enables me to address the requirement for new, higher-order skills and competencies necessary for pupils to succeed in today’s rapidly changing information economy. Moreover, as a research guide, I am able to apply the novel approaches and strategies I learned during the programme to a variety of educational levels, from primary education to Ph.D. programmes.

Divya

Student, MTech ET
NIIT University

Programme outcomes

NU’s postgraduate programmes in Engineering are designed to provide students with a thorough understanding of course methodology and techniques. It is expected that postgraduate students will exhibit the following programme outcomes.

PO1

The ability to independently carry out research /investigation and development work to solve practical problems.

PO2

The ability to write and present a substantial technical report/document.

PO3

Demonstrate a degree of mastery over the area as per programme specialisation. The mastery should be at a level higher than that required by the appropriate bachelor programme.

Programme specific outcomes

PSO 1: Application of Educational Technology: Graduates will be able to apply educational technology principles and practices to design, develop, and implement effective instructional materials and technologies that enhance teaching and learning experiences.
PSO 2: Integration of Technology in Education: Graduates will be proficient in integrating technology into various educational settings, including traditional classrooms, online environments, and blended learning approaches. They will be able to utilize educational technology tools and platforms to support diverse instructional strategies and facilitate active student engagement.
PSO 3: Design and Evaluation of Educational Materials: Graduates will have the ability to design and evaluate educational materials, such as multimedia presentations, interactive learning modules, and digital assessments. They will demonstrate expertise in selecting appropriate media, applying instructional design principles, and assessing the effectiveness of educational materials in meeting learning objectives.
PSO 4: Collaboration and Communication: Graduates will possess strong collaboration and communication skills necessary for effective teamwork and professional interactions in the field of educational technology. They will be able to collaborate with educators, administrators, and other stakeholders to design and implement technology-enhanced learning experiences.
PSO 5: Research and Innovation in Educational Technology: Graduates will be equipped with research skills and the ability to contribute to the advancement of educational technology through research and innovation. They will demonstrate an understanding of research methodologies, ethical considerations, and the ability to critically analyze and interpret research findings in the context of educational technology.

Programme outline

The two-year, four semester programme offers 74 credits.

Course category	Educational Technology
	No	Credits	Approx. %
Common Institutional Courses	4	11	15
Professional Core Courses	11	31	42
Professional Electives	3	9	12
Open Electives	1	3	4
R&D Project	3	8	11
Internship/Thesis	1	12	16
Total		74	100

Professional core courses

Principles and Practices of Learning Engineering
Introduction to Experiential Learning & Reflection and Education
Mobile Learning and its Applications
Learning Strategically
Web Design and Programming
Applied Instructional Design
E-Learning Tools and Techniques for Online Learning
Integrity Learning System
ET Leadership
Assessment and Certification
Seminar Course in Self-directed Learning Reflecting

Professional electives

ICT for Education
Multiple Intelligence and Learning Disabilities
Integrity Learning System
Neural Basis of Learning
Independent Reading Course 1
Independent Reading and Writing Course 2

NU offers two specialisations within the programme, namely:

Teaching Learning Process Innovation [TLPI]
A unique school-sponsored, technology-oriented, multi-disciplinary programme, TLPI aims to build the ICT competence of teachers to create educators par excellence. The programme offers experiential learning and reflection-driven approach to teaching so that both teacher and learner process smarter information and construct knowledge.
Business Model Innovation [BMI]
This organisation-sponsored, technology-oriented multi-disciplinary programme is specifically designed for 21st century professionals and aims at improving work effectiveness and creating an integrated learning organisation. The transformational process includes R&D projects, Industry Practice and other cocurricular components that help create exceptional leaders trained to operate in a complex technology-oriented business environment.

Programme architecture

Semester I

#	Course	Course	L	T	P	C
1	ET 501	Core course in Arts & Sciences I : Principles & Practices of Learning Engineering	2	0	2	3
2	ET 511	Introduction to Experiential Learning & Reflection and Education	1	1	2	3
3	NU 522	Contemporary Issues	2	0	0	2
4	ET 502	Core course in Arts & Sciences II: Mobile Computing and Its Applications	2	0	2	3
5	TA 521	Advanced Productivity Tools	1	0	4	3
6	NU 533	R&D Project Course I	0	0	0	2
		Total semester credits	8	1	10	16

Semester II

#	Course	Course	L	T	P	C
1	ET 503	Core course in Arts & Sciences III: Learning Strategically	1	0	2	2
2	TA 511	Web Design and Programming	2	0	2	3
3	TA 531	Communication as Digital Choreography	1	1	2	3
4	ET 512	Applied Instructional Design	2	0	2	3
3	ET 522	e-Learning Tools and Techniques for Online Learning	1	0	4	3
4	ET 601	Integrity Learning System	1	1	2	3
4		Professional Elective 1				3
		Total semester credits	8	2	14	20

Summer Term

#	Course	Course	L	T	P	C
1	NU 533	R&D Project Course II	0	0	0	4
		Total credits				4

Semester III

#	Course	Course	L	T	P	C
1	ET 521	ICT for Education	2	1	0	3
2	MGT 582	Technology Management	3	0	0	3
3	ET 532	Assessment and Certification	2	1	0	3
		Professional Elective 2				3
		Professional Elective 3				3
		Open Elective				3
4	NU 533	R&D Project Course III	0	0	0	2
		Total semester credits				20

Semester IV

#	Course	Course	L	T	P	C
1	NU 612	Internship/ Thesis				12
2	ET 622	Seminar course in Self-directed Learning and Reflecting	0	0	0	2
		Total semester credits				14
		Total programme credits				74

FAQs

Why is NU offering this programme?

NU recognises a growing gap in institutions and organisations where technology is used without a clear pedagogical vision, strategic framework, or research-informed implementation. In education, this leads to ineffective teaching–learning practices; in business environments, it results in inefficient capability development and knowledge processes. The MTech (ET) programme is designed to address this gap by preparing professionals who can integrate learning sciences, digital technologies, assessment systems, and strategic leadership to build effective, scalable, and future-ready learning ecosystems.

Who is this programme for?

The MTech (ET) programme is designed for graduates from any discipline who are engaged in improving learning systems, institutional processes, or technology-enabled work environments.

Teaching–Learning Process Innovation (TLPI):

Ideal for in-service and aspiring educators, academic leaders, and curriculum designers seeking to strengthen technology-integrated pedagogy, instructional design, and assessment practices to transform teaching–learning processes.

Business Model Innovation (BMI):

Suited for working professionals involved in organisational development, training design, digital transformation, and system innovation who aim to build scalable, technology-driven learning and knowledge ecosystems.

What are the generic benefits of the programme?

The MTech (ET) is a work-integrated programme, with over 80% of learning based on real institutional or organisational projects—ensuring immediate application and strong ROI for sponsors.

For TLPI:

Builds expertise in learning engineering, instructional design, technology-integrated pedagogy, and assessment systems—preparing educators to lead meaningful academic transformation.

For BMI:

Strengthens capability in technology strategy, digital transformation, and scalable learning-system design—enabling professionals to drive innovation and organisational efficiency.

Across both pathways, the programme develops research competence, strategic thinking, and leadership readiness to create sustainable impact in education and business environments.

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