All UDC centers have a Internal Quality Assurance System (IQAS), verified by the Agency to Calidade do Sistema Universitario de Galicia (ACSUG) and ANECA in FIDES programs and AUDIT, respectively, and in accordance with the standards and Guidelines for Quality Assurance in the EHEA. Within IQAS centers integrate all their degrees and masters. IQAS procedures established who and how to follow up and monitoring of the results and the student's learning process in the titration, establishing coordinating bodies and mechanisms, evaluation and continuous improvement of the studies, which are the academic comittee and the quality assurance commision of center.
The IQAS establish how UDC centers measure and analyze the learning outcomes. To do the IQAS uses rates and global indicators for assessing the quality of training provided. Included among the results, in addition to the fees included in the title verification reports (efficiency rates, graduation and dropout), assessment rates, success and performance. We compare the results obtained in the title with the center's results for each indicator.
To ensure that the title is developed in accordance with the verification report presented the center conducts an annual monitoring report in accordance with the procedures of the center IQAS and results. This report is reviewed by the ACSUG, external evaluation agency.
The outcome of this analysis will emerge corrective actions and improvement proposals that achieve the intended objectives and the improvement of the degree.
In order to ensure proper standards and quality at UDC, an academic management committee and a quality assurance committee are appointed for each faculty/school. In addition to, each faculty/school will be able to establish a specific academic management committee of the study.
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2025/2026 | 531 |
| Men | 2025/2026 | 86 |
| Women | 2025/2026 | 445 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2025/2026 | 30,280 |
| Credits on 1st enrollment | 2025/2026 | 29,290 |
| Credits on 2nd enrollment | 2025/2026 | 687 |
| Credits on 3rd enrollment and above | 2025/2026 | 306 |
| % credits repeated | 2025/2026 | 3.28 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2025/2026 | 57.03 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Graduation rate | 2021/2022 | 75 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2025/2026 | 2,016 |
| Men | 2025/2026 | 426 |
| Women | 2025/2026 | 1,590 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2025/2026 | 114,500 |
| Credits on 1st enrollment | 2025/2026 | 108,800 |
| Credits on 2nd enrollment | 2025/2026 | 3,550 |
| Credits on 3rd enrollment and above | 2025/2026 | 2,113 |
| % credits repeated | 2025/2026 | 4.94 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2025/2026 | 56.8 |
| Students enrollment | Period | Value |
|---|---|---|
| Students count | 2024/2025 | 535 |
| Men | 2024/2025 | 92 |
| Women | 2024/2025 | 443 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2024/2025 | 30,320 |
| Credits on 1st enrollment | 2024/2025 | 29,280 |
| Credits on 2nd enrollment | 2024/2025 | 1,041 |
| Credits on 3rd enrollment and above | 2024/2025 | 0 |
| % credits repeated | 2024/2025 | 3.43 |
| Academic results | Period | Value |
|---|---|---|
| Average credits by student | 2024/2025 | 56.67 |
| Evaluation rate | 2024/2025 | 97.61 |
| Success rate | 2024/2025 | 97.27 |
| Performance rate | 2024/2025 | 94.94 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2024/2025 | 100 |
| Graduation rate | 2020/2021 | 87.5 |
| Leaving rate | 2022/2023 | 2.27 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2024/2025 | 2,038 |
| Men | 2024/2025 | 423 |
| Women | 2024/2025 | 1,615 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2024/2025 | 114,400 |
| Credits on 1st enrollment | 2024/2025 | 108,300 |
| Credits on 2nd enrollment | 2024/2025 | 5,827 |
| Credits on 3rd enrollment and above | 2024/2025 | 191 |
| % credits repeated | 2024/2025 | 5.26 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2024/2025 | 56.11 |
| Evaluation rate | 2024/2025 | 96.2 |
| Success rate | 2024/2025 | 96.5 |
| Performance rate | 2024/2025 | 92.83 |
| SEGUIMIENTO rates | Period | Value |
|---|---|---|
| Efficiency rate | 2024/2025 | 96.82 |
| Student enrollment | Period | Value |
|---|---|---|
| Students count | 2023/2024 | 1,890 |
| Men | 2023/2024 | 383 |
| Women | 2023/2024 | 1,507 |
| Credits enrolled | Period | Value |
|---|---|---|
| Total enrolled credits | 2023/2024 | 104,800 |
| Credits on 1st enrollment | 2023/2024 | 98,450 |
| Credits on 2nd enrollment | 2023/2024 | 4,047 |
| Credits on 3rd enrollment and above | 2023/2024 | 2,264 |
| % credits repeated | 2023/2024 | 6.02 |
| Academics results | Period | Value |
|---|---|---|
| Average credits by student | 2023/2024 | 55.43 |
| Evaluation rate | 2023/2024 | 96.44 |
| Success rate | 2023/2024 | 95.9 |
| Performance rate | 2023/2024 | 92.48 |
Success Not success Not presented
Success Not success Not presented
Success Not success Not presented
These are the end of grade works that have been read in recent academic years. For more information, visit our search engine of EOG works
"Sustainable Development Goals in the Classroom: Teacher Awareness and Knowledge Assessment"
“Discussions and reflections on the practicum in a second-cycle early childhood education classroom”
“Music as Socialization and Social Change in Early Education: A Sociological View”
A Coruña in essence: design of playful spaces for free play and creative development.
A didactic unit for traditional music as a resource for Early Childhood Education
A green path to child well-being
A literary discussion using wordless picturebooks in Early Childhood Education
A project for the future: preserving Galician traditions from early childhood
A space journey through emotions: an inclusive adventure for children with autism
A World of Emotions (Teaching Proposal for the Second Cycle of Early Childhood Education)
ADS and emotions: towards a more inclusive education for pre-kindergaten students
An analysis of a sample of teaching materials for a first start in written language
Building learning through screens: Analysis of educational Apps for children
Case study: Juanita's garden in the CEIP Emilia Pardo Bazán.
Childhood risk factors for the development of eating disorders: a systematic review
Continuing teacher training in Galicia: a qualitative study of the "digital sreens" proyect
Coparenting in early childhood education
Create(ing): A childhood in expresssion
Critical heritage education in early chilhood education: A didactic proposal on Galician heritage
Curricular design of a didactic unit for emotional education in Early Childhood Education.
Development of Emotional Intelligence through Multiple Intelligences.
Development of phonological awareness in children with dyslexia.
Developmental timetable and teachers’ and parents’ agreement on developmental milestones.
Dialogue as a source of learning. Thinking skills in early childhood education.
Didactal proposal "Little detectives of advertising: Whatever it shines is gold?
Didactic proposal for the promotion of self-regulation in early childhood education
Didactic proposal to enhance self-regulation in early childhood education.
Didactic unit 'The sea takes care of you if you take care of it'
Discovering photografy in Early Childhood Education: images that speak of emotions.
Discovering the SDGs: underwater life in early childhood education
Educational value of the mid-morning snack in the 2nd cycle of early childhood education
EMOTIONAL EDUCATION PROJECT: Strategies for managing emotions for children aged 5-6.
'Exploring emotions: a look at ASD in the classroom'
Exploring school wellbeing: Perceptions and emotions of early childhood education students
Exploring the Island of Cortegada with the Early Childhood Education students
Feel to be: emotional education in early school stages
Feel, Create and Grow: Art as an Emotional Language in Childhood
Feeling nature, sowing empathy
From Lips to Ears: The Galician Heritage as an Educational Resource
Heroes, witches and values: The educational power of fairy tales in childhood.
How do they understand the invisible? Air Research in the 3-Year Stage
ICT and Autism Spectrum Disorder: Intervention proposal for emotional education.
ICT and their use and effect on early childhood education
Impact of screens on cognitive development and perception of reality in 0-6 years.
Implementation and use of the school radio in Early Childhood Education. A case study
Infants’ perspective: siblings and parental treatment
Interpreting the concept of time through Arts Education in early childhood
Learning foreign languages in the cognitive development of early chilhood education
LGBT life stories to conquer the future educational model
Literature for early ages (0 to 3 years): Analysis of a municipal library catalog.
Living beings in early childhood education
Methodologies in Early Childhood Education: a comparative study in mediterranean Europe
Montessori as a Pathway for Emotional Development and Autonomy in Early Childhood Education
'Motor Skills in the Montessori Method: A Didactic Proposal in Early Chilhood Education'
Music in the development of emotional intelligence in early childhood education
Musical education as a link to emotional development in early childhood education
Nature and early childhood: education for a suistainable future.
Observation of different forms of communication in Early Childhood Education students.
Phonological Awareness and DLD: A Comparison Between DLD and a Control Case
Play as a tool for working on emotional education in early childhood education class.
Play in childhood: A comparative analysis in Europe
Promoting self-regulation in childhood: a didactic proposal in natural environments.
Research on astronomical conceptions in Early Childhood Education
Sign Language in Early Childhood Education for Barrier-Free Communication. A Systematic Review.
Small Gestures, Big Chances: An Educational Proposal Based on the Importance of the 3 R´s
Sound Roots: A teaching unit to explore traditional Galician music in early childhood education
Stimulation of phonological awareness in a 4 year old kindergarten classroom
Study of body expression in early childhood education through music and its benefits
Teachers and families perspectives on the Sshool well-being of early childhood education students
The construction of numerical notions in the early childhood education
The emotions identification in Early Childhood Education stage
The existence of shared values is essential for the coexistence between cultures
The hidden reality of attention to diversity in the second cycle of early childhood education
The Impact of Nature on Child Development: A Didactic Proposal.
The Importance of Early Acquisition of a Second Foreign Language: An Emotional TLU.
The importance of symbolic play in English subject at the second cycle in early childhood education
The social services perspective on socially vulnerable students in educational centers
The Value of Intergenerationality. Case Study of the “Un Viaje en el tiempo” Program.
UDL as a strategy for educational inclusion. A systematic literature review
Using Games as a Key Tool in Teaching English in Early Childhood Education
Working on Death in Early Childhood Education through Literature
Xabarín Club, a bridge between literature and the digital world
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
| academic year 2025/2026 | |
|---|---|
| General offer | 120 |