https://www.um.edu.mt/library/oar/handle/123456789/143809 2026-10-07T01:10:15Z 2026-10-07T01:10:15Z https://www.um.edu.mt/library/oar/handle/123456789/149699 2026-10-05T13:07:52Z 2026-01-01T00:00:00Z

Title: English teachers’ use of literature to enhance critical thinking skills Abstract: Critical thinking has become increasingly recognised as one of the most essential competencies within twenty-first century education, particularly within subjects such as English literature which encourage interpretation, reflection, and inquiry. This dissertation aims to explore how English teachers within a Maltese independent secondary school attempt to foster critical thinking through the teaching of literature, while also examining the pedagogical strategies they employ and the challenges they encounter in practice. Additionally, the purpose of this study is to contribute to ongoing discussions surrounding the role of literature classrooms in developing analytical, reflective, and interpretative skills within examination-oriented educational contexts. The data for this study was collected through classroom observations, semi-structured interviews, and document analysis involving three English teachers teaching literature at secondary level. Across the findings, several recurring themes emerged, including the use of questioning, evidence-based interpretation, scaffolding, classroom discussion, and modelling as strategies intended to promote critical engagement with literary texts. The findings also highlighted the strong influence of examination preparation, syllabus demands, time constraints, and varying levels of student motivation on classroom practice. While the participants, three English teachers, valued critical thinking and encouraged students to justify interpretations using textual evidence, classroom interaction frequently remained teacher-led, with limited opportunities for fully dialogic or student-driven discussion. These findings indicate that although literature classrooms continue to offer meaningful opportunities for analytical and reflective thinking, the implementation of critical thinking is often shaped by institutional pressures, performativity, and assessment-driven expectations. The study therefore highlights the need for greater support and pedagogical flexibility if literature classrooms are to fully realise their potential as spaces for collaborative inquiry, interpretation, and critical engagement. Description: MTL(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149698 2026-10-05T13:05:58Z 2026-01-01T00:00:00Z

Title: Responding to learner diversity : differentiated instruction in the accounting classroom Abstract: As classrooms become increasingly diverse, teachers face the growing challenge of meeting the varied needs of all learners. Mizzi (2021) emphasised the importance of Differentiated Instruction (DI) in informal education, highlighting the need for inclusive teaching strategies. This focus aligns with Paulo Freire’s (2005) concept of inclusive pedagogy, which advocates for adaptive teaching methods to address the diverse strengths and needs of students. Motivated by Mizzi’s work, this dissertation shifts focus to formal learning, specifically within the context of accounting education. The aim of this study is to explore how DI, as a theoretical framework, can be implemented in the accounting classroom to better address learner diversity. Tomlinson (2001), a long-time promoter of DI, argues that “it’s no longer possible to look at a group of students in a classroom and pretend they are essentially alike” (p.6). The rationale for focusing on accounting is that it is the only business subject taught across all school sectors, including independent, church, and state schools. This study adopts a qualitative approach grounded in the conceptual framework of critical realism, as proposed by Bhaskar (2008). Critical realism acknowledges that there exists an objective reality, in this study, the reality of diversity in the classroom, but acknowledges that individuals perceive and interpret this reality in unique ways, shaped by their unique perspectives, backgrounds and experiences. Unlike quantitative research, which relies on numerical data and generalisations, qualitative methods provide deeper insights into how teachers engage with diversity in their classrooms. Data will be collected through interviews and analysed using thematic analysis to explore how teachers respond to learner diversity and implement DI to address the diverse needs of students in the accounting classroom. This research contributes to understanding how DI can create a more inclusive environment in Business Education, supporting students in reaching their full potential, and enabling them to grow and succeed in their unique ways. Description: MTL(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149697 2026-10-05T13:03:39Z 2026-01-01T00:00:00Z

Title: Teaching ethics through storytelling : rewiring learning with neuro-oracy Abstract: This dissertation critically re-examines the pedagogical foundations of Ethics education, arguing that storytelling should be repositioned from a supplementary technique to a central mechanism for moral education. Situated within the Maltese educational context, it responds to persistent concerns regarding declining student engagement, diminished attention spans, and the limited development of critical thinking within present-day content-heavy educational systems. While Philosophy for Children remains a fundamental pedagogy, the dissertation contends that its reliance on traditional stimuli and the ‘teacher-as-facilitator’ model are increasingly inadequate in the digital age characterised by cognitive overload. Adopting philosophical inquiry as its primary methodology, the dissertation advances a conceptual and normative argument and introduces neuro-oracy as an original contribution which reframes narrative as a cognitively and affectively powerful pedagogical act. Drawing primarily on Vygotskian sociocultural theory and Haidt’s social intuitionist model, it proposes that emotionally resonant storytelling activates intuitive moral responses which, when scaffolded through dialogic interaction, can develop into reflective ethical understanding within students. The study further offers a critical appraisal of storytelling’s ethical limitations, acknowledging its potential to reinforce bias, encourage emotional manipulation, and perpetuate dominant narratives, particularly within emerging digital contexts. Ultimately, the dissertation proposes a reconceptualised model of Ethics education in which the teacher operates as both a More Knowledgeable Other and a deliberate storyteller, foregrounding attention and engagement as prerequisites for critical thinking and advocating for a reorientation of teacher training towards neuro-oracy in line with contemporary understandings of how students think, feel, and construct meaning. Description: MTL(Melit.)

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149695 2026-10-05T12:58:17Z 2026-01-01T00:00:00Z

Title: The perception of retired adults living in elderly homes in the south of Malta regarding their digital citizenship Abstract: The increasing digitalisation of modern society presents both opportunities and challenges for older adults, particularly those residing in residential care environments. This study investigates how retired adults living in a care home in the south of Malta perceive their digital citizenship, with a focus on their experiences, benefits gained and barriers encountered when engaging with digital technologies. The research responds to the growing need for digital inclusion among an ageing population, where access to services, communication and participation in society increasingly depend on digital competence. A qualitative interpretive approach was adopted. Data was collected through semi-structured face-to-face interviews in Maltese with seven residents aged 76 to 87. Interviews were audiorecorded, transcribed verbatim, and analysed thematically to identify patterns in participants’ experiences and perceptions. The findings indicate that older adults demonstrate varied levels of digital engagement, ranging from regular independent use to complete reliance on others. Four main themes emerged: technology adaptation and use, support and dependency on others, perceived benefits of technology and technology-related challenges. Participants valued digital tools primarily for maintaining social contact with family members, accessing entertainment and performing practical tasks such as communication and information seeking. However, engagement was often hindered by low confidence, fear of making mistakes, concerns about online security and limited understanding of digital systems. Many participants relied on relatives or peers for assistance, which both facilitated access and reduced independent learning. The study concludes that digital exclusion among older adults is shaped not only by access to devices but also by psychological factors, particularly trust and self-efficacy. The findings emphasise the need for supportive learning environments, patient guidance and context appropriate training. Early engagement in technology learning during the initial years of retirement was found to be especially beneficial, increasing confidence and sustaining motivation to use and value digital tools. Enhancing digital literacy can promote independence, social inclusion, and well-being. Description: MTL(Melit.)

2026-01-01T00:00:00Z