Degree in Nursery School Education 2024–2025


This degree is taught simultaneously in Zaragoza, Huesca and Teruel.
In Zaragoza it is taught in the Faculty of Education, in Huesca in the Faculty of Human Sciences and Education and in Teruel in the Faculty of Social and Human Sciences.

Por qué cursar esta titulación

Today's society attaches great importance to the education of its young people as a means of developing their capacities, integrating the cognitive, affective and axiological dimension, and of contributing to both individual and collective well-being. Education is a way to guarantee the exercise of democratic, responsible and critical citizenship, indispensable for building an advanced and just society. That is why society demands qualified professionals to take on this challenge.

The Bachelor's Degree in Nursery School Education is a purely professional degree that qualifies students to work as Nursery School Education Teachers. It is a profession that enjoys a great tradition, worldwide recognition and good job prospects due to the increase in the school population at this educational stage, the need to fill vacancies in the coming years due to retirements and the efforts of the educational administration to improve the human resources of the centres.

The qualification also provides initial training for other jobs, whether in other stages of education, in the educational administration or in the field of non-formal education. It is training linked to the educational processes of Nursery School Education, but of a varied and broad nature, which allows the skills acquired to be applicable to other professional fields.

Recommended profile

The recommended entry profile for the Bachelor's Degree in Nursery School Education is that of a student who has passed one of the various university entrance exams (EvAU, PAU, CFGS, over 25, 40 or 45 years old, etc.) and who has a reasonable knowledge (close to or higher than B1) of a Community language.

 In addition, it is important that the student:

 - possess a mature and well-balanced personality, with good self-esteem and a capacity for independent learning and a love of study;

 - be a proactive and enterprising person;

 - be interested in the field of education and, in particular, in the psychological characteristics of childhood and the teaching-learning processes;

 - has a positive attitude towards educational diversity (specific educational needs, different learning paces, multiculturalism, multilingualism, gender equality, etc.);

 - embraces the democratic principles of society, the need to promote a sustainable future and the ethics of the profession;

 - has empathy for the people around him/her and the ability to communicate with them and work in a team.

Access and admission requirements

In order for a new student to join the official university degree courses, at least one of the following requirements need to be met:

  • Hold the 'Bachillerato' (VIth form) qualification and pass the 'Bachillerato' Evaluation for University Access (EvAU) or an equivalent exam
  • Hold an Advanced Diploma in Vocational Training, Advanced Diploma in Visual Arts, Advanced Diploma in Sports, or similar qualifications
  • Have passed the University Access Test for people over 25s
  • Have passed the University Access Test for people over 45s
  • Be over 40 and have passed the access test through work/professional experience accreditation
  • Hold an official university qualification – Degree, University Master's or equivalent qualification
  • Hold a pre-university qualification from a international education system [students on the track covered by articles 9.1.b) and 9.2.b) and c) in Royal Decree 412/2014, dated 6 June]

Further information

Specific admission requirements

1. Students in possession of the Baccalaureate qualification of the Spanish Education System or another declared equivalent, who have passed the Final Baccalaureate Assessment for University Entrance.

 2. Students in possession of the European Baccalaureate Diploma or the International Baccalaureate Diploma.

 3. Students in possession of a Baccalaureate or Bachelor's degree, diploma or studies from educational systems of Member States of the European Union or other States with which international agreements applicable in this respect have been signed, on a reciprocal basis.

 4. Students in possession of qualifications, diplomas or studies recognised as equivalent to the Spanish Baccalaureate diploma, obtained or completed in education systems of States that are not members of the European Union with which international agreements have not been signed for the recognition of the Baccalaureate diploma on a reciprocal basis.

 5. Students in possession of the official qualifications of Higher Technician in Vocational Training, Higher Technician in Plastic Arts and Design or Higher Sports Technician belonging to the Spanish Education System, or of qualifications, diplomas or studies declared equivalent or homologated to these qualifications.

 6. Students in possession of qualifications, diplomas or studies, other than those equivalent to the qualifications of Baccalaureate, Higher Vocational Training Technician, Higher Technician in Plastic Arts and Design, or Higher Sports Technician belonging to the Spanish Education System, obtained or carried out in a Member State of the European Union or in other States with which international agreements applicable in this respect have been signed, on a reciprocal basis, when these students meet the academic requirements demanded in said Member State for access to its Universities.

 7. Persons over twenty-five years of age who pass the entrance examination established in the regulations in force.

 8. Persons over the age of forty-five who pass the entrance examination established in the regulations in force.

 9. Persons over 40 years of age, who can accredit work or professional experience in relation to specific courses and who do not hold any academic qualification that qualifies them for access to university by other routes.

 10. Students in possession of an official university degree, Master's degree or equivalent qualification.

 11. Students in possession of an official university degree of University Diploma, Technical Architect, Technical Engineer, Graduate, Architect, Engineer, corresponding to the previous university education system or equivalent qualification.

 12. Students who have completed partial foreign or Spanish university studies, or who, having completed foreign university studies, have not had them recognised in Spain and wish to continue their studies at a Spanish university. In this case, it will be an essential requirement that the corresponding university has recognised at least 30 ECTS credits.

 13. Students who were able to access university according to the Spanish Education System regulations prior to Organic Law 8/2013, of 9 December.

Application for admission

The application for admission to official Degree courses must be submitted via the Internet, completing the form and following the instructions available at:  Online administration office → Internet admission application

Only one application for admission must be sent, which will include – in order of preference and up to ten choices – the degree courses that the student wishes to study. It is very important to include more than one course to ensure availability of a place. 

In any case, an email address must be provided. The results of the admission process will be sent this email address, along with information about the registration process, how the waiting lists work, etc.

Full up-to-date information about when and how to submit the admissions application for each academic year, in addition to the documents that must be provided, etc., can be found in:

Further information

Assessment of applications

A place is offered based on the number of places made available for each course and the marks achieved by the students. It must also be noted that the total number of places on offer for each course is distributed through a general quota [pupils from 'Bachillerato', Vocational Training or those with pre-university studies from international education systems] and reserved quotas [disabled students, high level/performance sportsmen/women, the over 25/45s or 40s, university graduates].

The admission lists are published on the official University of Zaragoza bulletin board []. This publication is considered to be the official notification for the interested parties, but has no definitive effect for the same should the University detect any errors therein, in which case modifications will be made to it.

The following will be published for each undergraduate degree course:

  • An alphabetical list of the admitted students, including names and surnames, admission mark and quota
  • A waiting list in ranking order, including names and surnames, admission mark and quota

The admissions results will also be communicated via a personalised letter (in PDF) which will be sent to the email address provided in the admissions application. This letter will include information related to the registration process and its deadlines, personal passwords, how the waiting lists work, etc.

Further information


The students on the admitted list must register on the dates established for each period in the official academic calendar.

Further information

Calls for those on the waiting lists

Should a student be admitted to a degree course that is not their first choice, they shall stay on the waiting list for all the courses chosen as priorities.

Once the first registration period is over, those centres with places still vacant because not all the initially admitted students have registered will make a series of public calls to people on the waiting lists. Each call will cover those students on the waiting list who are entitled to register. At this point, they will no longer be called for those other studies that they applied for admission with a lower order of preference. 

It is important to note that if registration is not completed within the dates given, then all rights to hold the place offered will be lost. Thus, it is very important to pay attention to the calls, as the interested parties will not be informed by telephone.  

Further information

Perfiles de salida

The professional prospects for graduates in the Bachelor's Degree in Nursery School Education are basically the following:

·       Nursery School Education Teacher in public, state-subsidised or public schools.

·       Nursery School manager.

In addition, the Bachelor's Degree in Nursery School Education Teacher is valid in all countries of the EHEA (European Higher Education Area) and in many countries of the world, which greatly broadens professional prospects.

On the other hand, professional practice as a teacher can subsequently lead to other professional opportunities both in the field of educational administration and in the field of in-service teacher training.

Finally, the possession of the Degree in Nursery School Education Teacher allows for the continuation of Master's studies that give the option to work as a guidance counsellor in educational centres or as a vocational training teacher, preferably in the professional family of Sociocultural and Community Services, which includes training cycles in Early Childhood Education, Sociocultural Animation, Social Integration, Social and Health Care, etc.

The subsequent completion of a doctoral thesis gives access to university teaching posts in the field of education.

El entorno profesional y social en el que se ubica este estudio

In the Spanish university context, the degree in Nursery School Education is one of the most sought-after by students, being regularly in recent years among the first ones with the highest number of applications in first option and in effective enrolment. As pointed out in the White Paper corresponding to this Degree, Teacher Training Degrees are, in absolute terms, those with the highest supply, demand and enrolment in all Spanish Universities (ANECA, 2004).

The disappearance of the previous teaching degrees corresponding to the areas of specialisation defined in the Organic Law on Education would mean that this high demand for the previous teaching degrees would be concentrated in the new degrees in Early Childhood Education and Primary Education. This has meant that the demand for these degrees has increased, receiving students who were previously divided between seven different teaching degrees. Since the introduction of the Bachelor's Degree in Nursery School Education (academic year 2010-2011), there has been a significant demand for these studies, which has been maintained over the last few years, being women a great percentage of students (UNIZAR Transparency Portal, 2021).

At the University of Zaragoza, the Bachelor's Degree in Nursery School Education is taught in 3 centres (locations): Faculty of Education in Zaragoza, Faculty of Human Sciences and Education in Huesca, and Faculty of Humanities and Social Sciences in Teruel. In this sense, the three university campuses receive students from practically all over Spain.

Qué se aprende

Teachers must acquire theoretical and practical training in accordance with the objectives set out in the laws that regulate their functions, without forgetting that they have to situate themselves in the highly dynamic field of relations between school and society. Consequently, they must be capable of organising and arguing their criteria and strategies with regard to the exercise of their profession, in response to the challenges posed by society at any given time.

 For all these reasons, the Bachelor's Degree in Nursery School Education provides a solid multidisciplinary training in which the following aspects can be distinguished:

 - The basic training which includes an important pedagogical, psychological and sociological base, with which we seek to gain a detailed knowledge of the maturation process of children in its different facets and to understand and manage the educational processes relating to the 0-6 years period. To this is added training in two instrumental subjects: Spanish language and foreign language.

 - Compulsory training where the contents of the Primary Education stage are considered (oneself knowledge and personal autonomy, knowledge of the environment, languages: communication and representation) and the specific didactics that study the teaching and learning processes of these contents are developed.

 - The school internships that allow students to live directly with the educational reality and provide the necessary link between the theoretical training received and professional practice.

 - The specialisations that introduce students to those competences in line with the professional profiles defined by the educational administration: attention to diversity, bilingual education, physical education, music education and foreign language.

 - The end-of-degree project, which aims to encourage students to reflect on educational theory and practice and, in particular, on innovative educational proposals and their modes of application, with a view to their teaching dedication being permanently reinforced in the future by reflection and research on their own task.

Descripción detallada de las competencias que se adquieren en la titulación

Core Competencies

 CB1 - That the students have demonstrated to possess and understand knowledge in an area of study that starts from the base of general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of their field of study.

 CB2 - That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the development and defense of arguments and problem solving within their field of study.

 CB3 - That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical issues.

 CB4 - That students can transmit information, ideas, problems and solutions to both specialized and non-specialized audiences.

 CB5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.


General competences:

 CG01 - Know the objectives, curricular content and evaluation criteria of early childhood education.

 CG02 - Promote and facilitate learning in early childhood, from a globalizing and integrating perspective of the different cognitive, emotional, psychomotor and volitional dimensions.

 CG03 - Design and regulate learning spaces in contexts of diversity that meet the unique educational needs of students, gender equality, equity and respect for human rights.

 CG04 - Promote coexistence in and out of the classroom and address peaceful conflict resolution. To know how to systematically observe learning and coexistence contexts and to know how to reflect on them. Interpret educational practices according to theoretical frameworks of reference, reflect on them and act accordingly.

 CG05 - Reflect in groups on the acceptance of norms and respect for others. Promote the autonomy and uniqueness of each student as factors in the education of emotions, feelings and values in early childhood.

 CG06 - Know the evolution of language in early childhood, know how to identify possible dysfunctions and ensure their correct evolution. To deal effectively with language learning situations in multicultural and multilingual contexts. To express oneself orally and in writing correctly and to master the use of different techniques of expression in the different areas of knowledge.

 CG07 - Know the educational implications of information and communication technologies and, in particular, of television in early childhood.

 CG08 - Know the fundamentals of infant dietetics and hygiene. To know the fundamentals of early care and the bases and developments that allow understanding the psychological, learning and personality building processes in early childhood.

 CG09 - To know the organization of early childhood education schools and the diversity of actions that comprise their operation. Assume that the exercise of the teaching function must be improved and adapted to scientific, pedagogical and social changes throughout life.

 CG10 - Understand the importance of the teacher's work to be able to act as a mediator and counselor for parents in relation to family education in the 0-6 period, and master social skills in dealing and relating with the family of each student and with families as a whole.

 CG11 - Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for autonomous and cooperative learning, and promote it in students and teachers. Select the most appropriate educational resources for each situation.

 CG12 - Understand the role, possibilities and limits of education in today's society and the fundamental competencies that affect early childhood education schools and their professionals. To know models of quality improvement with application to educational centers.


Transversal competences

CT01 - To integrate the competences of the different subjects to guide the Final Degree Project and to be able to apply the knowledge to the professional practice.

 CT02 - Understand learning as a global, complex and transcendent fact, designing and developing situations that meet the diversity of students and involve them in their learning and work.

 CT03 - Manage and self-regulate the progression of learning by adapting to new situations and interrelating knowledge to develop new ones.

 CT04 - Work in a team being able to exercise different roles within the group.

 CT05 - Use and apply Information and Communication Technologies (ICT) to learn, communicate and share knowledge in different contexts.

 CT06 - Develop the ability to communicate to teach in one's own language and in one or more other European languages.

 CT07 - To face the duties and ethical dilemmas of the profession.

 CT08 - Seek, manage, process, analyze and communicate information effectively, critically and creatively.

 CT09 - Understand and reflect on educational practice in rural settings.

 CT10 - Develop, manage, process and analyze processes related to research applied to education.


Specific competences

 CE01 - Understand the educational and learning processes in the 0-6 period, in the family, social and school context.

 CE02 - To know the developments in the developmental psychology of childhood in the periods 0-3 and 3-6.

 CE03 - To know the fundamentals of early care.

 CE04 - Recognize the identity of the stage and its cognitive, psychomotor, communicative, social and affective characteristics.

 CE05 - Knowing how to promote the acquisition of habits around autonomy, freedom, curiosity, observation, experimentation, imitation, acceptance of rules and limits, symbolic and heuristic play.

 CE06 - Knowing the pedagogical dimension of interaction with peers and adults and knowing how to promote participation in group activities, cooperative work and individual effort.

 CE07 - Identify learning difficulties, cognitive dysfunctions and those related to attention.

 CE08 - Know how to inform other specialist professionals to address the collaboration of the center and the teacher in the attention to the special educational needs that arise.

 CE09 - Acquire resources to favor the educational integration of students with difficulties.

 CE10 - Create and maintain communication links with families to effectively influence the educational process.

 CE11 - Know and know how to exercise the functions of tutor and counselor in relation to family education.

 CE12 - Promote and collaborate in actions inside and outside the school, organized by families, city councils and other institutions with an impact on citizenship education.

 CE13 - To analyze and critically incorporate the most relevant issues of today's society that affect family and school education: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion and sustainable development.

 CE14 - To know the historical evolution of the family, the different types of families, lifestyles and education in the family context.

 CE15 - Knowing the basic principles of healthy development and behavior.

 CE16 - Identify disorders in sleep, feeding, psychomotor development, attention and auditory and visual perception.

 CE17 - Collaborate with specialized professionals to solve these disorders.

 CE18 - Detect affective, nutritional and well-being deficiencies that disturb the adequate physical and psychological development of students.

 CE19 - Understand that the daily dynamics in early childhood education is changing depending on each student, group and situation, and know how to be flexible in the exercise of the teaching function.

 CE20 - Value the importance of stability and regularity in the school environment, schedules and moods of the teaching staff as factors that contribute to the harmonious and comprehensive progress of students.

 CE21 - Know how to work as a team with other professionals inside and outside the center in the attention to each student, as well as in the planning of teaching-learning sequences and in the organization of work situations in the classroom and in the play space, identifying the peculiarities of the 0-3 period and the 3-6 period.

 CE22 - Attend to the needs of students and transmit security, tranquility and affection.

 CE23 - Understand that systematic observation is a basic tool to be able to reflect on practice and reality, as well as to contribute to innovation and improvement in early childhood education.

 CE24 - Master observation and recording techniques.

 CE25 - Approach field analysis through observational methodology using information, documentation and audiovisual technologies.

 CE26 - Knowing how to analyze the data obtained, critically understand the reality and prepare a report of conclusions.

 CE27 - To situate the infant school in the Spanish educational system, in the European and international context.

 CE28 - To know international experiences and examples of innovative practices in early childhood education.

 CE29 - Value the importance of teamwork.

 CE30 - Participate in the development and monitoring of educational projects in early childhood education within the framework of center projects and in collaboration with the territory and with other professionals and social agents.

 CE31 - To know the legislation that regulates nursery schools and their organization.

 CE32 - To value the personal relationship with each student and his/her family as a factor of quality in education.

 CE33 - To know the scientific, mathematical and technological foundations of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.

 CE34 - Know didactic strategies to develop numerical representations and spatial, geometric and logical development notions.

 CE35 - To understand mathematics as sociocultural knowledge.

 CE36 - Know scientific methodology and promote scientific thinking and experimentation.

 CE37 - Acquire knowledge about the evolution of thought, customs, beliefs, and social and political movements throughout history.

 CE38 - To know the most outstanding moments in the history of science and technology and their transcendence.

 CE39 - Develop didactic proposals in relation to the interaction between science, technology, society and sustainable development.

 CE40 - Promote interest and respect for the natural, social and cultural environment through appropriate didactic projects.

 CE41 - Promote experiences of initiation to information and communication technologies.

 CE42 - To know the language and literacy curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.

 CE43 - To favor speaking and writing skills.

 CE44 - To know and master oral and written expression techniques.

 CE45 - To know the oral tradition and folklore.

 CE46 - Understand the transition from oral to written language and know the different registers and uses of the language.

 CE47 - To know the process of learning to read and write and its teaching. To face language learning situations in multilingual contexts.

 CE48 - Recognize and value the appropriate use of verbal and non-verbal language.

 CE49 - Know and adequately use resources to encourage reading and writing.

 CE50 - To acquire literary training and, in particular, to know children's literature.

 CE51 - To be able to promote a first approach to a foreign language.

 CE52 - To know the musical, plastic and corporal expression fundamentals of the curriculum of this stage as well as the theories on the acquisition and development of the corresponding learning.

 CE53 - Know and use songs to promote auditory, rhythmic and vocal education.

 CE54 - To know how to use games as a didactic resource, as well as to design learning activities based on ludic principles.

 CE55 - Develop didactic proposals that promote musical perception and expression, motor skills, drawing and creativity.

 CE56 - Analyze audiovisual languages and their educational implications. To promote sensitivity to plastic expression and artistic creation.

 CE57 - To acquire a practical knowledge of the classroom and its management.

 CE58 - To know and apply the processes of interaction and communication in the classroom, as well as to master the social skills and abilities necessary to foster a climate that facilitates learning and coexistence.

 CE59 - Control and monitor the educational process and, in particular, the teaching-learning process by mastering the necessary techniques and strategies.

 CE60 - Relate theory and practice with the reality of the classroom and the center.

 CE61 - Participate in the teaching activity and learn to know how to do, acting and reflecting from practice.

 CE62 - Participate in the proposals for improvement in the different areas of action that can be established in a center.

 CE63 - Regulate the processes of interaction and communication in groups of students from 0-3 years old and 3-6 years old.

 CE64 - Knowing ways of collaboration with the different sectors of the educational community and the social environment.

 CE65 - Knowing the characteristics of educational organizations that serve children from 0 to 12 years of age.

 CE66 - To know how to use ICT in the personal and educational spheres.

 CE67 - Understand and apply the theoretical foundations of physical education in the design of early childhood education programs.

 CE68 - Know the characteristics of motor skills from 0 to 6 years of age and their consequences in the organization of spaces and the use of materials.

Presentación general del plan de estudios

The syllabus of the Bachelor's Degree in Nursery School Education lasts four years and has a total of 240 ECTS credits, 60 in each academic year. The distribution of ECTS credits by type of subject is indicated in another section of this page.

 The external placements are carried out in Nursery Education schools and are distributed in four different moments throughout the degree course: first four-month period of the second year (6 ECTS), first four-month period of the third year (14 ECTS) and second four-month period of the fourth year (21 ECTS divided between general teacher training placements and specialisation placements).

 The Bachelor's Degree in Nursery School Education also includes three specialisations that can be taken by choosing the optional subjects and one of the external work experience periods for the fourth year. The passing of a specialisation is reflected in the student's Bachelor's Degree. The following is a list of the mentions and the faculties where they are taught:

- Attention to diversity. Taught in the Faculty of Social and Human Sciences (Teruel) and in the Faculty of Education (Zaragoza).

- Bilingual Education. Taught in the Faculty of Human Sciences and Education (Huesca), in the Faculty of Social and Human Sciences (Teruel) and in the Faculty of Education (Zaragoza).

- Aragonese Language. Taught in the Faculty of Human Sciences and Education (Huesca).

Cuadro de distribución de materias por créditos

Type of subject and ECTS credits

Basic Training 60 ECTS

Compulsory 100 ECTS

Electives 30 ECTS

External internships 41 ECTS

Final degree project 9 ECTS

Total 240 ECTS

*Students may obtain up to a maximum of 6 ECTS of the total optional subjects for participation in university cultural, sporting, student representation, solidarity and cooperation activities.

Academic orientation, information and support system for students

The course coordinator is the key figure for any query, clarification or problem that may arise during the academic year. The coordinator is in regular contact with the students and their representatives and provides support and set up the necessary actions to support the student’s learning process. In all degree courses, per the directives of the Academic Guidance Programmes at the University of Zaragoza, each student is assigned an individual lecturer-tutor, who will be responsible for offering the student academic advice on aspects related to the student’s integration and adaptation to the work expected to be completed in each degree. The academic tutor will also provide advice on the most suitable academic options as well as guidance on the student’s personal or professional academic interests, the resources and services available to them at the University and on the general workings of the University in its administrative and academic facets and for participation in its governing structures.

The University of Zaragoza has a University Centre for Modern Languages where international languages classes are offered. The language instruction offer includes German, Arabic, French, Modern Greek, English, Italian, Portuguese, Russian, Chinese and Japanese. The courses offered include: year-long General & Specific Courses, Intensive Summer Courses in July & September, and single-term Self-Study & Conversation Courses (English, French & German).

Summer courses. Students may also wish to participate in any of the summer course programmes on offer every year in July, August and September in various locations in Aragon, albeit most of them take place in the following locations: Teruel & Jaca.

The University of Zaragoza has its own Guidance and Employment Office: UNIVERSA. The main goal of this University Employment Observatory is to provide specific information, guidance and training to facilitate professional integration among university students, in addition to overseeing voluntary work placement for final year students. Courses are offered to both students and recent graduates to improve their training in professional skills, job seeking strategies, etc.

Furthermore, there is a Job Fair (EMPZAR) every year, which provides students with the possibility to contact directly with companies, as well as gain first-hand knowledge of the labour market demand, get advice on how to prepare a CV, and so on.

Libraries & study rooms. The University of Zaragoza has 4,803 reading seats across its libraries and study rooms. These are comprised of the main Library and a further 21 libraries in the various centres and faculties. They contain a total of over 1,000,000 books and approximately 33,500 different journals.

Library staff supports first-year students. Staff offers an online course on Information and ICT skills. This course is offered as a practical activity within one of the subjects imparted in year one.  The students are also offered other training courses on information skills, at various levels, chief among which are the Guide to Tools and Guidelines for preparing the undergraduate/master’s dissertation.

Counselling, accommodation and services

Halls of Residence. The University of Zaragoza has two main Halls of Residence located in the San Francisco Campus: The Pedro Cerbuna University Hall of Residence (CMU) (250 rooms) and the Santa Isabel CMU (192 rooms), plus another one located in the Río Ebro Campus (102 places) and two other halls in the cities of Huesca (Ramón Acin CMU – 125 rooms) and Teruel (Pablo Serrano CMU – 96 single rooms). There are also other university halls of residence in the city of Zaragoza run by private companies. Furthermore, there is a University web service that helps students to find a room or rent a flat.

Accommodation can also be found using the Zaragoza Council programmes for young people and students.

Counselling. The University of Zaragoza has four free and anonymous counselling services for youngsters, which are run by a team of professionals who provide advice on academic, legal, sexual and psychological areas.

The University of Zaragoza international relations Office will provide international students with all the necessary support in the registration process. It also provides students with practical information about the city, transport, flats on offer, rooms, halls of residence, medical assistance, courses for international students, etc.

Student diversity. The main role of the University of Zaragoza Student Diversity Office (OUAD) (pertaining to the Vice-Chancellor for Students & Employment) is to ensure equal opportunities through inclusion of all university students in university academic life. In addition, it encourages awareness of student diversity within the university community. This office is particularly committed to providing attention to any university student with special educational needs or disabilities.

University information centre. The University Information & Appeals Centre offers general information about the University of Zaragoza: access, offer of undergraduate/master’s study programmes, doctoral programmes, as well as information on non-official degrees, registration process, grants, summer courses, administrative information, and so on. Equally, they manage appeals of any situations that are not subject to the established regulated procedures.

Information and Communications Service. All computers on campus are connected to the Internet. WiFi is available in all the buildings. Any student may use the University of Zaragoza IT services.

Vehicle management service. A permit is required so that a member of the university community can park their vehicles in the car parks available in the different campuses.

Sports and cultural activities

Cultural activities. The 'Cultural Agenda' provides a monthly programme of the events in the areas of Cinema & Animation, Music, Theatre, Exhibitions, Cycles, Conferences, Literary Activities and Courses. It also offers cultural association activities and those of the Cultural Committees in Zaragoza, Huesca and Teruel.

Sports activities. The University of Zaragoza sports complex is located in the San Francisco Campus and features a leisure centre, gym, outdoor basketball, handball and 5-a-side football facilities, a certified athletics track and a football pitch. Every academic year, over a hundred activities are organised.

Participation in university life

The University of Zaragoza Student House ('Casa del Estudiante') (inaugurated in 2005) is home to the University Student Council, the student groups represented on the Cloisters and Governing Board, and the multinational student associations. The Student House supervises activities pertaining to student representation and, additionally, work meetings, presentations, conferences and other events of interest to the students at our University. These activities are promoted and run by the student groups and coordinated by the Vice-Chancellor of Students:

Information Feelers. Voluntary student members of the University of Zaragoza faculties and centres act as 'information feelers' to counsel, inform and help their own peers. 

University Ombudsman. This person defends the rights and freedoms of the university community and attends to complaints and requests from students.

Informes de encuestas

Faculty of Education (plan 301)

Faculty of Humanities and Education (plan 302)

Faculty of Social Sciences and Humanities (plan 303)

Encuestas de años anteriores

Academic Results