Teaching of psychology in countries with advanced versus developing economies

Abstract

We compare structures and contents of psychology programmes from countries with developing and advanced economies. Respondents from 49 countries completed a survey of the International Union of Psychological Science on psychology education and training. In general, there are more similarities than differences between countries with developing and advanced economies. Nonetheless, large differences emerge with regard to the availability of international teaching resources. The transition rate from the lowest academic degree to programmes at the next level is much lower in countries with developing economies than in countries with advanced economies (25 per cent vs. 70 per cent). In addition, programmes from the former countries have higher student–faculty ratios and use lab sessions, seminars and tutorials less often. Differential and biological psychology/neuropsychology is less often taught in the former countries. In addition, there is larger variability of the quality of programmes within countries with developing economies. Conclusions are drawn for improving psychology education and training.