https://www.um.edu.mt/library/oar/handle/123456789/1055 2026-07-10T14:59:38Z 2026-07-10T14:59:38Z Cutajar, Maria https://www.um.edu.mt/library/oar/handle/123456789/147795 2026-07-03T09:51:48Z 2026-01-01T00:00:00Z

Title: Phenomenography in a more-than-human world - clarity, coherence and critical renewal Authors: Cutajar, Maria Abstract: Phenomenography is an interpretative research approach for investigating the “qualitatively different ways in which people experience, perceive, and understand various aspects of, and phenomena in the world around them” (Marton, 1986, p.31). In its short history of a few decades phenomenography accumulated a substantial body of literature. A few stand out as seminal works developing phenomenography knowledge. Historically, Marton and Booth (1997) was an unmatched reference work that set out the philosophical and theoretical foundations of phenomenography, elevating it from a set of qualitative research methods to a research approach, while concurrently laying out the foundations of the variation theory of learning as a pedagogy using phenomenographic outcomes for scaffolding students’ thinking and learning. [Excerpt] Description: This extended book review does not include an abstract.

2026-01-01T00:00:00Z Cutajar, Maria https://www.um.edu.mt/library/oar/handle/123456789/147778 2026-07-03T08:55:42Z 2026-01-01T00:00:00Z

Title: Finding care in networked learning : close encounter with a virtual assistant Authors: Cutajar, Maria Abstract: A theme that emerged from the selection of papers drawn from the 14th edition of the networked learning conference and included in the edited book in the Research in Networked Learning series was that of care. The editorial team noted that while care is an assumed aspect of networked learning, it has not received direct attention in the networked learning literature. What began as a curiosity about the presence of care in recent networked learning scholarship developed into a motivated inquiry to examine both the thematic representation of care and the possibilities researching with a virtual assistant. The guiding question was: What are the distinct ways in which care is thematically represented in recent networked learning literature? The question was answered with reference to the proceedings of the two most recent conferences on networked learning that generated a dataset of 92 papers. This corpus was chosen as representative of the field in the period following the Covid-19 pandemic and the concurrent rise of generative artificial intelligence (Gen-AI) and other AI-driven applications. These developments and related regulatory debates increased the attention to care and care ethics. The study confirms the limited direct focus on care in the recent networked learning publications. From the small subset of papers that explicitly address the theme, it is evident that care in technology mediated education settings is a troubling concern, spanning practices, approaches, values and beliefs and tensions in the intersectionalities cutting across them. Care demands genuine action towards the mattering of both human and non-human actors. The tensions surfaced suggest that care needs to be foregrounded more explicitly in networked learning to highlight conflicting perspectives, counter hollow political discourse, and emphasise care as integral to design, implementation and practice. As the postdigital entanglement with sophisticated AI-driven technologies deepens, appeals for care and care ethics are expected to intensify. This experimental study conducted with a chatbot illustrates such entanglement. The personal experience of doing this work further underscores the necessity of human oversight – not only to verify and validate the outputs of non-caring algorithmic systems but also to ensure that digital assistants remain accountable tools rather that arbiters of what the world is.

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147442 2026-06-15T13:57:53Z 2026-01-01T00:00:00Z

Title: Aligning pharmacy education with evolving community practice : a comparative study of Europe and Mauritius Abstract: INTRODUCTION : Community pharmacy practice in Europe has evolved from a dispensing-focused model to a clinically oriented, patient-centred profession supported by structured competency frameworks, experiential education and integration within primary care systems. In Mauritius, community pharmacy remains largely product-focused, with limited formal recognition of pharmacist-led clinical services.; AIMS : This study aims to explore how differences in regulatory and organisational frameworks influence professional roles and examines the implications for pharmacy education and curriculum development.

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147121 2026-06-04T13:41:18Z 2026-01-01T00:00:00Z

Title: Participant perceptions of a compulsory learning support educator course : influence of educational and cultural backgrounds Abstract: This study examines participants’ perceptions of a compulsory 10-week Learning Support Educator (LSE) course (Award in Inclusive Education), with particular emphasis on the influence of educational and cultural backgrounds on engagement, learning experiences, and the course perceived. The research aims to explore how adult learners experience compulsory professional training and to identify factors shaping their level of satisfaction. The study is guided by three research questions: (1) How do participants of the 10-week course perceive their learning experience, including their expectations and overall satisfaction? (2) To what extent do participants’ cultural and educational backgrounds (such as nationality and level of education) shape their perceptions of the course? and (3) Based on their perceptions, what elements of the course do participants suggest keeping or modifying? A qualitative research design was adopted, using short semi-structured interviews with nine course participants. Data were analysed thematically to identify recurring codes and thematic patterns. Findings indicate varied satisfaction levels, with most participants reporting moderate satisfaction influenced by course modality, tutor personality, peer interaction, and an imbalance between theory and practice. Educational and cultural backgrounds shaped expectations to a lesser extent than anticipated, as participants demonstrated strong motivation, diverse qualifications, and substantial informal learning through parenting or prior work. The study highlights a mismatch between rigorous course structure and learner diversity, the need for more practical and situated learning, the undervaluation of informal learning, and ongoing organisational challenges. These findings suggest the importance of inclusive, practice-oriented, and flexible course design in compulsory LSE training as an example of adult education setting. Description: B.A. (Hons)(Melit.)

2026-01-01T00:00:00Z