The doctoral training program in the learning sciences offers systematic support in designing and conducting state-of-the-art dissertation research projects and facilitates access to methods and skills of all participating disciplines. The DTP offers a structured PhD program or a support network for other doctoral degree students.
The DTP offers two degree options:
The Doctoral Training Program (DTP) is one central training component of the MCLS, the Munich Center of the Learning Sciences. The main goals of the DTP include facilitating access to methods and skills of the participating disciplines to the doctoral students, support in designing and conducting state-of-the-art dissertation research projects, doctoral research quality ensurance in the context of the MCLS through systematic support, and the integration of the doctoral students into the relevant scientific communities.
The DTP will directly contribute to a substantial advancement of the scientific knowledge on learning and research methodologies in the Learning Sciences due to its interdisciplinary research approach. In addition, as a more indirect effect of the program, also expected is the improvement of research through better qualification of young researchers with respect to methodology, but also with respect to knowledge and understanding of research on learning across different disciplines. The international nature of the program is aimed at fostering international visibility and the international network of research in the Learning Sciences.
The state-of-the-art learning-sciences research is structured into eight research foci, so-called Expertise Teams (ET), each coordinated by interdisciplinary speaker groups. The MCLS Research Board Members and further MCLS members are involved in projects across the expertise teams.
ET 1: Neuro-cognitive mechanisms of adaptive control and plasticity
Adaptive mechanisms – as encountered in basic processes of perception and attention, in executive functions of action, and in complex memory as well as planning processes – allow cognitive systems to act in a goal- oriented manner in various contexts, including dynamic and conflictual environments. These mechanisms are the result of an ontogenetic acquisition process, which leads to continual change up to higher age. The research goal of this initiative is to explain these mechanisms of adaptation and their development-dependent changes, including their neurological implementation.
Speakers: Prof. Dr. Müller, Prof. Dr. Deubel and Prof. Dr. Leibold
ET 2: Conceptual Development and conceptual change
The development of conceptual knowledge during childhood and conceptual change in the context of learning and teaching across the lifespan are research foci of this initiative. Disciplines such as developmental psychology, subject-matter didactics, as well as research on learning and instruction analyze naïve theories and misconceptions as well as the effects of instruction both within and beyond the school setting. In this initiative, there will be also a focus on the neuronal correlates of conceptual change in the context of learning and teaching processes.
Speakers: Prof. Dr. Sodian and Prof. Dr. Neuhaus
ET 3: Emotion, cognition and learning
Research on the influence of emotion on cognition and learning represents a new field, which is experiencing a rapid surge of interest at an international level. Using multi-method strategies, which range from lab experiments to field research, the effects of emotions on basic cognitive processes and on learning in educational institutes are investigated.
Speakers: Prof. Dr. Pekrun, Prof. Dr. Maier and Prof. Dr. Frenzel
ET 4: Effective Instruction
Fostering human self-regulation is a central goal of education. Self-regulated individuals recognize problems, develop effective strategies for the solution of these problems, monitor their own learning processes, and regulate their emotions and motivation. Research in this initiative focuses on the basic mechanisms of self-regulation and addresses questions concerning the orchestration of self-regulation and other-regulation in learning environments, including for example, how individual or collaborative learning can be supported to foster self-regulation skills.
Speakers: Prof. Dr. M. Fischer , Prof. Dr. Neuhaus and Prof. Dr. Ufer
ET 5: Organizational learning and learning social systems
Through intra-organizational learning processes as well as through inter-organizational vertical and horizontal networking, the chances and risks associated with innovative action are becoming more predictable and more transparent. Organizational learning processes enable and support the generation, accumulation, communication, and the transfer of knowledge. Research foci comprise evaluation research from perspectives of social sciences and educational science, organizational research from the perspectives of social and organizational psychology, and social sciences research on networks.
Speakers: Prof. Dr. Tippelt, Prof. Dr. Brodbeck, Prof. Dr. Frey and Prof. Dr. Wößmann
ET 6: Technology enhanced learning and collaboration
In this initiative, the research addresses the question how learning and collaboration can be specifically supported with advanced technologies. Research activities focus on how groups and communities that are dynamically changing with respect to composition and size, goals and spectrum of activity, can generate, accumulate, communicate, and transfer knowledge to solve new problems. Based on these analyses, it will be investigated how these processes can be structured and fostered by means of adaptive and social technologies.
Speakers: Prof. Dr. F. Fischer, Prof. Dr. Brodbeck and Prof. Dr. Hußmann
ET 7: Interactional dyadic learning: Developmental and Clinical Perspectives
Interactional dyadic learning is a key component for successful self-regulation. Variability in self-regulatory capacities depends on the quality of preceding interactional experiences. Interactional learning can be observed in caregiver-child dyads, romantic relationships, but also psychotherapy and counseling. Main goal of this ET is to explore dynamics and mechanisms of dyadic learning as predictor of successful development as well as their interplay with (epi-) genetic, endocrine and physiological factors in children and adults by applying cross-sectional, longitudinal, and interventional designs. The intervention component will make substantial use of video, drawing on elements of Video Intervention Therapy.
Speakers: C. Reck
ET 8: Statistical methods for measuring learning and change
The primary focus of this initiative is the advancement of methodology within the Learning Sciences. In the context of learning, the measurement of change is essential and can refer to individuals, groups, or organizations. The main problem associated with the measurement of change lies in distinguishing between real change and artifacts arising due to a lack of measurement precision or to the measurement itself.
Speakers: Prof. Dr. Bühner, Prof. Dr. Heene, Prof. Dr. Küchenhoff, Prof. Dr. Tutz
The general structure of doctoral programs involves course participation and individual research culminating in a dissertation. The degrees obtained at the end of a doctoral program can however differ.
There are two degree options available when applying for our program. The structure, the offered courses and the study period are shared by both degree options. The differences lie however in the course requirements and the completion conditions. It is recommended that students consult with their prospective supervisors during negotiating potential supervision.
PhD Learning Sciences
This title is the internationally recognized title for the completion of empirical doctoral studies. The degree follows a structured curriculum. Therefore, students need to complete 30 ECTS of coursework by the end of their studies. Doctoral students will also have to submit a target agreement, that outlines the projects they will undertake over the course of their PhD. In yearly interim evaluations, it will be assessed if the goals have been reached.
Credit System: A total of 180 ECTS can be acquired in the program
Compulsory number of courses:
Doctoral Degree (Dr.)
This title has a particular tradition within the German speaking countries. For Dr. students, participation in the DTP does not affect the enrollment or the study regulations and can be seen as an extracurricular support network. Applicants will benefit from the DTP's network of doctoral students and the courses that are being offered. Upon completion of all necessary courses, students will receive a DTP completion certificate.
Credit System: No credit system
Compulsory number of courses:
The most important aspect of your doctoral period is conducting your doctoral research (including thesis writing). The doctoral research typically includes one or more empirical studies with planning, conduction, and data analyses phases. The thesis should be completed at the end of the sixth semester.
To enrich your doctoral period and to fulfill the graduation requirements, the DTP offers additional courses.
The courses within the program curriculum can be offered either by the DTP or by institutions affiliated to the MCLS or LMU.
A list with the institutions affiliated to the MCLS/LMU is sent every semester along with the schedule.
Students are expected to seek out individually the courses they would like to attend and which they benefit from the most.
The program offers include:
Additional components:
Course requirements PhD:
To complete the necessary coursework of 30 ECTS, PhD students need to attend
Course requirements Dr.:
Supervisory team
Doctoral students should be supported by three supervisors (one first and two second supervisors). The first supervisor’s scientific discipline is typically the major (home) discipline of the doctoral student. The second supervisor should be from a different discipline or sub-discipline. The third supervisor should be from abroad.
The tasks of the team are:
Supervisory Agreement
This includes the names of the members of the supervisory team, a working title of the dissertation, a content-based schedule, further tasks (e.g. publications, conference participation, planned stays abroad) and a work plan, which can be adjusted regularly, annual reporting (student) and coaching and monitoring sessions (advisors) on regular basis, as well as regulations with respect to the workplace.
Unfortunately, the Doctoral Training Program in the Learning Sciences cannot offer any funding or scholarships directly. If you can have a paid position at the university has to be clarified with your prospective supervisor.
Here are some links, where you can find external funding options:
1. Search for potential supervisor: Anytime
2. Application Period:
Submit complete documents In the online application tool from mid January until March 01 2025, 11:59pm (UTC+1)
Your referee (previous professor) and your potential supervisor must upload their reference letter and MCLS recommendation letter by March 15 through the online portal.
3. Review Phase:
We will review the applications based on the:
4. International Students: Application to international office: May 31 2025
5. Interview Phase (PhD students only): End of April until End of May
6. Announcement of admission: Around June
7. Start of the program: October 2025
Program Eligibility
Applicants must hold a Master's degree, or equivalent, in psychology, education, or a related field. Students who do not yet hold their Master`s diploma can already apply to the program if they can submit proof that their expected date of graduation lies before the start of this program.
Fore more details, please open the "Application Procedure" tab.
Language Requirements
There is no German required as our courses are exclusively taught in English. However, your supervisor may require German from their doctoral students.
STEP 1: Online Application (ALL DEGREES)
The application to this program must be submitted through our online application tool (open from mid January until March 01, 11:59pm, UTC+1).
You will need to provide:
1. CV (max. 2 pages)
2. Bachelor's diploma and transcript of records (German or English)
3. Master`s diploma (or official proof of expected date of graduation from university) and transcript of records (German or English)
4. Proof of English Proficiency of at least upper B2 according to the CEFR. (IELTS 6.5; TOEFL CBT 211; TOEFL IBT 79; CAE 177; Englisch-Abitur 10 Punkte/B2)
5. Motivational letter (max. 500 words). It should address which specific skills, qualifications, and interests qualify you as an applicant to study in our program. See requirements here (PDF, 132 KB)
6. Research proposal (max. 500 words). See guidelines here (PDF, 170 KB)
7. One Reference Letter issued by a previous instructor related to the field of the learning sciences holding at least a doctoral degree
Attention: The reference letter must be submitted by the referee him/herself through the upload form in the online application tool by March 15.
Applicants have to enter the contact information of the intended referee in the online application tool. Finally submitting your application automatically generates an email to the referee with further instructions. Please note that you MUST contact your referee prior to entering their contact information in the application system.
8. Recommendation Letter issued by a MCLS member
The most important requirement for the application is that one MCLS member expresses their interest in the supervision of your studies. The MCLS Recommendation Letter (DOCX, 189 KB) must be submitted by an MCLS member him/herself. To obtain such a letter...
If you want to get in touch with potential supervisors, you should take the following steps:
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STEP 2: Interview (PhD ONLY)
Successful applicants in the document review stage will be invited to an interview. The interviews will presumably take place in May. The interviews are conducted online. The selection committee consists of MCLS members. English proficiency is also validated during the interview. In the interview, candidates have to
When in doubt, please check whether you are considered an international student here.
International students need, additionally to applying to our program, also apply to the international office. They will then also enroll at LMU through the international office.
If you want to, you can send your documents for the International Office to the Master Program’s office. If you are accepted to our program, we will finalize your documents and forward them to the International Office directly! This ensures fast communication and support by the program. Do not send your documents to both offices! Please notify the coordination whether you are sending the documents directly to the IO or to the coordination.
What you will need to submit:
Please check all the documents you have to submit on the website of the international office.
Where to submit:
If you decide to submit your documents to the coordination to get them checked before we forward them to the IO, please send the documents to this address:
Doctoral Training Program in the Learning Sciences
c/o Studiengangskoordination (PF 64)
Department für Paedagogik und Psychologie
Ludwig-Maximilians-Universitaet Muenchen
Leopoldstrasse 13
80802 Muenchen
GERMANY
We will then check your documents before forwarding everything to the international office. This results in a faster communication, smoother registration process, and prevents rejections from the international office due to missing or faulty documents.
When to submit:
Please make sure that your hardcopy documents arrive in the coordination's office until May 31st. In case you cannot send your documents in time, please contact the coordination immediately.
NOTE: This also means that you can wait with sending your documents until you received your invitation to the interview phase/got admitted to the program! There is no need to send any hardcopy documents for the international office before. However, please make sure to prepare all documents so you can send them out as soon as you received your invitation.