https://www.um.edu.mt/library/oar/handle/123456789/18560 2026-05-21T06:12:08Z 2026-05-21T06:12:08Z Arslankara, Veysel Bilal Vassallo, Diane Thériault, Caroline Pivetta Da Silva, Monalisa Usta, Ertuğrul https://www.um.edu.mt/library/oar/handle/123456789/146567 2026-05-19T12:43:42Z 2026-01-01T00:00:00Z

Title: The mediating and moderating role of digital well-being in the relationship between artificial intelligence competence, computational thinking, and virtual risk perception Authors: Arslankara, Veysel Bilal; Vassallo, Diane; Thériault, Caroline; Pivetta Da Silva, Monalisa; Usta, Ertuğrul Abstract: This study examines the relationships among artificial intelligence competence, computational thinking, and virtual risk perception within digital learning environments, focusing on the mediating and moderating role of digital well-being. The research was conducted with a cross-cultural sample of 456 university students from Türkiye, Malta, Ghana, Canada, and Brazil. Data were collected using validated measurement instruments and analyzed through regression-based mediation and moderation analyses using Jamovi software. The findings revealed that both artificial intelligence competence and computational thinking significantly and positively predict digital well-being. In addition, all three variables, artificial intelligence competence, computational thinking, and digital well-being, were found to significantly predict virtual risk perception. Mediation analyses demonstrated that digital well-being serves as a significant mediator in the relationship between the independent variables and virtual risk perception. Furthermore, moderation analyses demonstrated that digital well-being significantly alters the strength of these relationships, suggesting that individuals with higher digital well-being may perceive virtual risks differently compared to those with lower digital well-being. Cross-cultural comparisons also revealed significant differences across countries. Overall, the findings highlight digital wellbeing as a central construct that reflects individual digital experiences and shapes how technological competencies influence risk perception. The study provides important implications for the design of AIsupported learning environments and the development of global educational policies, particularly in how these environments can be tailored to enhance digital well-being and address the varying technological competencies and risk perceptions across different cultures.

2026-01-01T00:00:00Z Sollars, Valerie Camilleri, Rosienne https://www.um.edu.mt/library/oar/handle/123456789/146566 2026-05-19T12:17:10Z 2026-01-01T00:00:00Z

Title: Critical review of research and policy on transitions to school from 2000 to 2024 in Malta Authors: Sollars, Valerie; Camilleri, Rosienne Abstract: Internationally, transitions from kindergarten to the first year of compulsory school is a very well-researched area. However, in the Maltese context it has not attracted much attention either from research or professional perspectives. This reflects the chequered history and slow development which has characterised early years services. Although non-compulsory state kindergarten provision has been nationally available and accessible for close to half a century, to date no longitudinal or in-depth study has considered any impact kindergarten experiences have on children. The significant potential which early years settings contribute to young children’s development has relatively recently come under the spotlight. The early years were formally acknowledged as distinct from the primary cycle in the latest National Curriculum Framework (MEDE, A national curriculum framework for all. MEDE. https://curriculum.gov.mt/kurrikulu-nazzjonali-framework-ghal-kul hadd/, 2012). This chapter focuses on the vision of the curriculum, one published article, and two unpublished data sets. Available data has predominantly sought the perspectives of educators and school leaders, with less consideration given to parents and children as key stakeholders. Further research incorporating all voices is imperative to identify the impact of transitions on children’s personal and social development, academic achievements, and adjustments. Stakeholders need professional insights to support the development of appropriate transition policies.

2026-01-01T00:00:00Z Spiteri, Jane https://www.um.edu.mt/library/oar/handle/123456789/143122 2026-01-26T16:36:21Z 2024-01-01T00:00:00Z

Title: Navigating participatory methods in childhood research : a qualitatively driven approach to case study design Authors: Spiteri, Jane Abstract: This chapter explores a range of child-centred participatory research methods commonly used in early childhood research, and their applicability to case study approaches. Specifically, it addresses child-centred methods such as observations, documents, journal/diary entries, interviews and focus groups. It also considers a variety of interviewing tools and techniques to generate data with children, including concept maps, photography, drawing, play and puppets, and a combination of these. To help differentiate between these methods and to clarify their purpose and rationale, a critical reflection on these methods and the insights they generate in the context of conducting research with young children is presented. Underpinning this discussion is the recognition that child-centred research needs to be sensitive to children’s needs, rights and experiences, and therefore, ethical challenges are also considered. This chapter concludes with a discussion of the methodological and practical challenges of qualitative case studies in early childhood research.

2024-01-01T00:00:00Z Deguara, Josephine Milton, Josephine https://www.um.edu.mt/library/oar/handle/123456789/142987 2026-01-22T13:48:52Z 2026-01-01T00:00:00Z

Title: A pandemic legacy : adapting new modes of teaching practicum assessment for student teachers in early and primary schools in Malta - narrative perspectives from six examiners Authors: Deguara, Josephine; Milton, Josephine Abstract: One of the most significant components of initial teacher education (ITE) programmes is the teaching practicum. The COVID-19 pandemic brought significant challenges and changes to the conventional ways the teaching practicum is conducted and assessed. Research shows how student-teachers experienced their teaching practicum during the pandemic; however, the perspective of teaching examiners remains under-investigated. Using a textual narrative approach and drawing on the Disaster Management Cycle (DMC) as a theoretical framework, this study seeks to investigate how examiners in a Maltese ITE institution went about assessing students in their teaching practicum during the COVID-19 pandemic when restrictions were still in place. Adopting a naturalist narrative methodological stance, participants were invited to write narratives about their experiences of assessing student-teachers. Data were analysed using the content analysis technique. Findings show that while the remote modes of assessing student-teachers were provisionally beneficial as they allowed for the continuation of ITE and practicum assessment during the pandemic, this was very time-consuming for examiners and, at times, only provided a selected snapshot of the practice being assessed. Moreover, results show that remote assessments cannot replace face-to-face ones. The findings also show that beyond the pandemic, a hybrid assessment mode can benefit examiners and students alike, as it allows for flexibility, accessibility and efficiency.

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