(a) Internationalized Development
By strengthening the interactions between international related academic institutions and communities, we increase the visibility of teachers’ and students’ research findings in the international academia to broaden visibility and gain experiences of teachers and students.

(b) Diversity of Talents
We developing professionals with multi-disciplinary professional knowledge and science literacy on educational research and practical leadership.

(c) Advanced Academic Research
We are devoted to academic researches with perspective, multi-discipline, theory and instructional practice. We also make efforts in making the research and findings practicable in instruction.

(d) Localized Professional Service

By making research findings practicable in local education, it could bring about innovative revolutions of schools and social institutions, and be helpful to education policy formulation. In order to attain our missions, there are four educational objectives for graduate programs includes:

(a) Developing students on academic multi-professional research.
(b)Developing students on quality education practices.
(c) Developing students with service concepts and cognition of professional education localizing.
(d)Offering opportunities of advanced study to teachers at all levels, staffs, and psychological counseling personnel.

The four educational objectives for Ph.D. programs includes:

(a)Developing students on knowledge and skills of independent research in multi-professional domain.
(b)Developing students with cross-disciplinary thinking, international visions, and competitiveness.
(c)Developing students with leadership of instructional practices.
(d)Offering opportunities of obtaining the highest academic degree to teachers, staffs and psychological counseling personnels at all levels.

In accordance with educational objectives collaborating with fundamental literacy and core competency of university level and faculty level, we has drawn up three fundamental literacy and six core competency.

Fundamental Literacy includes:

(a)cognition and practice of civic responsibility
The IED encourages students to participate in educational revolutions and service. Moreover, we hold multiple activities of minimizing the learning gap to enhance students’ understanding and practice of civic responsibility.

(b)holistic character education
The IED values students’ holistic character education to reach the expectation of being excellent educators. On the aspects of related curriculum content, design of entire environmental atmosphere, interaction between teachers and students, we show the high standards for cultivation of students’ daily behaviors and practice of academic ethics.

(c)commitment to humanity and local communities
Students and teachers of the IED make efforts in making research achievements practical in local education to bring about innovative revolutions of schools and social institutions and be helpful to education policy formulation. Moreover, we cooperate with Center for Teacher Education to hold activities of local education service. Students can cultivate their spirit of committing to humanities and local communities.

Core Competency includes:

(a)solid professional knowledge and skills
The professional curriculum mapping of the IED is based on education theory. Deliberating upon educational environment nowadays, we collaborate with education theory and practice to let students learn step by step in order to acquire solid professional knowledge and skill in every domain.

(b)multiple international outlook
The IED values students’ competency of foreign language speaking and writing communication, participation of international activities, intercultural exchange and global citizenship.

(c)competency of finding and problem-solving
The instruction and research of the IED have focused on students’ competency of finding and solving problems. With the resource of Center for Teacher Education, we also offer students the learning environment to collaborate theories and practice in order to enhance their competency of reflecting and solving problems.

(d)multi-disciplinary thinking
In addition to education basic courses, the IED also offers students multiple academic programs of education domain. Students can take courses at different divisions, departments and universities. Besides establishing students’ foundation of education research, we can not only broaden students’ academic sights by their interaction, but understand systematically local and overseas educational research achievements and experiences to promote their multi-domain thinking.

(e)equal emphasis on humanities and technology
Education is basically a multi-disciplinary subject collaborating with humanities and social science. The students of the IED not only need to receive training of solid theory of humanities domain, but do independent research by making use of concepts and methods of science and technology.

(f)Balancing self and group, and teamwork
The design of the IED’s courses is collaborated with multiple activities and assignments. Students can discuss and share adequately, and learn how to do teamwork and negotiation with group members. Besides, we values students’ self reflexiveness and self evaluation, and guide them to carry on depth discussion about self view. In this way, it can not only train the competency of communication and expression, but enhance the competency of self-criticizing and reflecting.