https://www.um.edu.mt/library/oar/handle/123456789/137594 2026-04-14T23:24:35Z 2026-04-14T23:24:35Z Pulé, Sarah https://www.um.edu.mt/library/oar/handle/123456789/142901 2026-01-23T13:23:40Z 2025-12-01T00:00:00Z

Title: The philosophy of technology and the nature of technological knowledge for educators Authors: Pulé, Sarah Abstract: This article explores the philosophy of technology and the nature of technological knowledge, emphasising its relevance for educators. It examines perspectives on knowledge and human nature, highlighting the epistemological underpinnings that shape our understanding of technology. The nature of technological knowledge is analysed in relation to its conceptual and procedural dimensions among others. Given its inherently multidisciplinary nature, technological knowledge draws from science, engineering, and social sciences, necessitating an integrative approach in educational contexts. The discussion extends to epistemological frameworks for structuring technology programmes within education, addressing key theoretical considerations. Challenges associated with technological knowledge, such as its evolving nature and contextual dependency, are identified. This work suggests that defining a technological base structure and content to standardise curricular approaches is important for educators. The role of students and teachers in shaping technological understanding is acknowledged. The article also explores how technological contexts, codification of knowledge and curriculum implementation can pose several challenges to educators. The science-technology debate continues to pose challenges when considering differences in scope, representation, and rank. This work advocates a pedagogy for technological knowledge that includes experiential learning, problem-solving approaches, and interdisciplinary integration to enhance technological literacy among students and educators.

2025-12-01T00:00:00Z Thornhill, Rosetta Spiteri, Damian Cilia, Christopher Farrugia, Glen https://www.um.edu.mt/library/oar/handle/123456789/142898 2026-01-20T17:14:55Z 2025-12-01T00:00:00Z

Title: Hospitality and tourism education in Malta : students’ reflections on the dissertations process Authors: Thornhill, Rosetta; Spiteri, Damian; Cilia, Christopher; Farrugia, Glen Abstract: This study explores what hospitality and tourism students in Malta perceive as the biggest challenges in writing their dissertations. Balancing academic research with industry-focused skills presents difficulties. Students struggle to manage workload, meet academic writing standards, and secure effective supervision. Restricted access to academic resources, rigid institutional policies, and time constraints can present additional challenges. This study adopts a qualitative approach, gathering insights through focus groups with students from various backgrounds, academic levels, and levels of dissertation progress. The discussions focus upon concerns about inconsistent supervision, the lack of structured academic writing support, and difficulties in obtaining research participants. Many students also express anxiety over dissertation expectations, leading to procrastination and uncertainty about their research direction. The findings offer recommendations for improving dissertation support systems, helping to enhance student confidence, engagement, and motivation in hospitality and tourism education in Malta.

2025-12-01T00:00:00Z Callus, Anne-Marie https://www.um.edu.mt/library/oar/handle/123456789/142897 2026-01-20T17:06:00Z 2025-12-01T00:00:00Z

Title: Joseph Burló and the education of children with disabilities in Malta Authors: Callus, Anne-Marie Abstract: This article discusses the work of Joseph Burló in building Malta’s special educational system from the 1950s onwards. It is based on information obtained from interviews with his daughter, Dr Marian Muscat Azzopardi, and one of the teachers who worked with him, Ms Mary Rose Zahra, as well as from the documents in the Burló Collection donated by Dr Muscat Azzopardi and other sources. The article provides brief information about Burló’s career and the sociocultural context in which he worked, showing how his work contributed to removing the stigma associated with disability and improving the quality of life of children with disabilities. The article then discusses how Burló built connections with various persons to help him in his work and the outlook which informed his work, especially his emphasis on a holistic approach to child development and to catering for the various needs of children with disabilities. In the conclusion, the article reflects on the situation of the education of children with disabilities today and whether, and to what extent, the forward-looking spirit of Burló has been retained.

2025-12-01T00:00:00Z Borg Saliba, Noella https://www.um.edu.mt/library/oar/handle/123456789/142896 2026-01-20T17:03:18Z 2025-12-01T00:00:00Z

Title: Inclusive education in Malta : exploring primary teachers’ perceptions on including students with autism in Maltese mainstream classrooms Authors: Borg Saliba, Noella Abstract: Mainstream schools are experiencing a surge in the enrollment of students with diverse needs. This increase places additional demands and responsibilities on teachers, who are required to respond to these needs and ensure these students’ successful inclusion in all aspects of school life. This article draws on findings from a larger explanatory sequential mixed-methods study to critically examine how Maltese primary school teachers perceive inclusive education, with a particular focus on including students with autism in mainstream classrooms. The broader study involved one hundred ninety-eight Maltese primary teachers, who completed semi-structured questionnaires, followed by in-depth interviews with ten volunteer participants. While most participants expressed generally favourable perceptions towards inclusion, the implementation of inclusive practices remains inconsistent. Reservations regarding inclusion became more pronounced when involving students with low-functioning autism. Many teachers reported feeling inadequately supported, unprepared, and overwhelmed when teaching these students, underscoring the need to reconceptualise inclusion not merely as a question of physical placement but as a commitment to inclusive practice. The study concludes that while positive perceptions are vital, support from Senior Leadership Teams, adequate resources, a reconsideration of current practices, and flexible curricula are fundamental to turning genuine inclusive education into a lived reality for all students, including those with autism.

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