https://www.um.edu.mt/library/oar/handle/123456789/1055 2026-06-05T18:15:38Z 2026-06-05T18:15:38Z 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 https://www.um.edu.mt/library/oar/handle/123456789/147073 2026-06-02T13:18:31Z 2026-01-01T00:00:00Z

Title: It’s more than words : dyslexia and adult education Abstract: This study explores the lived experience of adults with dyslexia (AWD) in Malta within adult education (AE). The study addresses the under-researched lifelong impact by examining the barriers AWD faced and the perspectives of professional stakeholders working in education, advocacy, and policy. Guided by a social constructivist paradigm, 15 participants - eight AWD and seven professionals - shared their experiences through one-time, in-depth semi- structured interviews. Reflexive Thematic Analysis was used for data interpretation, with researcher reflexivity embedded throughout the process. Socio-Cultural Theory, Self- Determination Theory, and Universal Design for Learning, contextualised the findings. The findings elicited four key themes from AWD: internal struggles with identity; turning educational barriers into pathways; emotional resilience to navigate stigma, anxiety, and lifelong effects; and effective strategies. Themes from professionals included the impact of late diagnosis; bilingualism as a systemic barrier; AT underuse and untapped potential of UDL; educator undertraining; reframing dyslexia from deficit to strength; and a collective appeal for an inclusive future through policy reform and cross-sector collaboration. The findings call for inclusive AE policies, increased investment in AT, and targeted training for educators and employers. Emphasising empowerment and learner agency, the study advocates for a national, collaborative approach to dyslexia support that bridges the gap between policy and practice. Description: M.A. AE(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147072 2026-06-02T13:41:11Z 2026-01-01T00:00:00Z

Title: Adult education and inactive women in Cottonera (Malta) : a qualitative case study of implications of the National Lifelong Learning Strategy 2023-2030 measures targeting adults at risk of poverty and social exclusion Abstract: This qualitative case study explores the lived experiences of inactive women or those not in education, employment and training in Cottonera (Malta) and the intersecting factors shaping their participation in adult education. It examines the implications of these experiences and perceptions for implementing Pillar 1 of Malta’s National Lifelong Learning Strategy 2023-2030, particularly Measure 1, addressing basic skills gaps, and Measure 7, supporting re-engagement in education for early school leavers. Guided by a critical feminist and intersectional framework, the study draws on thematic analysis of ten semi-structured interviews with women aged 20–55 and a focus group with community stakeholders. Findings reveal that exclusion from AE is driven by overlapping structural, situational, and dispositional barriers, including financial insecurity, rigid childcare eligibility, limited transport, welfare dependency, low confidence, and educational trauma. Digital exclusion and limited interest in narrowly defined basic skills were also evident, with participants instead valuing flexible, local, and emotionally supportive learning that recognised informal and experiential knowledge. Community informants reinforced these insights, highlighting fragmented local services and the normalisation of welfare reliance. Despite these barriers, women expressed strong motivation to learn when opportunities were practical, relational, and affirming, such as parenting or group-based courses. The study concludes that while the National Lifelong Learning Strategy 2023-2030 aims to widen participation, its strong employability focus, risks overlooking women’s complex realities. Expanding the concept of basic skills to include emotional resilience, communication, and community-embedded provision is essential for fostering genuine empowerment and inclusion. Description: M.A. AE(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147071 2026-06-02T13:40:41Z 2026-01-01T00:00:00Z

Title: Adult education and lifelong learning in context: adult educators with a focus on learning support educators in Malta Abstract: Adult education and lifelong learning are increasingly vital in addressing learners’ diverse needs, especially in Malta. This dissertation explores the roles, challenges, and professional development needs of Learning Support Educators (LSEs) as key facilitators of inclusive adult learning. This research emphasises LSEs’ roles in enhancing adult education, fostering inclusivity, autonomy, and personalised support, while integrating adult education within Malta’s commitment to a culture of continuous learning and lifelong development. The study aims to explore LSEs’ experiences and perceptions of professional growth in adult education and to answer three research questions: How do LSEs perceive the effectiveness of adult education systems and institutional support for professional development? What challenges do LSEs in Malta face in facilitating adult education and lifelong learning? What factors hinder or sustain their engagement in further adult education? Participants included ten LSEs from Malta, selected through purposive sampling to ensure diverse representation. A mixed methods design combined interviews and an online survey distributed through the two major Unions for Educators Trade Unions, yielding 209 responses. The study highlights the need for stronger institutional support and structured professional development pathways, despite barriers like time, finances, and confidence, and emphasises the effectiveness of flexible scheduling and ongoing support. Description: M.A. AE(Melit.)

2026-01-01T00:00:00Z