https://www.um.edu.mt/library/oar/handle/123456789/52001 2026-10-07T14:44:16Z 2026-10-07T14:44:16Z https://www.um.edu.mt/library/oar/handle/123456789/149680 2026-10-05T12:30:11Z 2025-01-01T00:00:00Z

Title: Assessing the impact of the eco-schools programme in the Maltese Islands Abstract: Education for Sustainable Development (ESD) equips students with the knowledge, skills, attitudes, and behaviours needed to contribute to a more sustainable future. In Malta, the Eco-Schools programme provides a framework for integrating ESD into schools and everyday practices. This study revisits and builds upon Grech (2009), updating the assessment of the Eco-Schools programme’s impact in light of evolving environmental policies, educational practices, and societal attitudes since 2009. It seeks to determine whether the programme’s influence on students’ environmental knowledge, attitudes, and behaviours, as well as on school-level sustainability practices, has strengthened, shifted, or remained consistent over time. A quantitative research design was adopted to compare Green Flag schools, Eco-Schools, and non-Eco-Schools. Data were collected through a structured questionnaire administered to 425 students aged 9-12 across 20 schools. The questionnaire measured students’ perceptions of environmental issues, engagement in school sustainability initiatives, and sustainable behaviours beyond the school environment. Statistical analysis was conducted to test four hypotheses concerning the influence of programme participation on awareness, attitudes, and behaviours. Findings indicate that students demonstrate strong baseline environmental knowledge, although some misconceptions remain. Positive attitudes towards sustainability were evident across all school categories, reflecting a broader societal embedding of prosustainability values. Behavioural differences were most pronounced within schools, with Green Flag schools reporting higher engagement in sustainability initiatives and a more consistent implementation of the whole-school approach. The study confirms that the Eco-Schools programme continues to advance ESD in Malta. Findings highlight the need for a national ESD policy, targeted support for schools at earlier stages of programme implementation, and stronger integration of sustainability across curricula and school practices. Description: M. ESD(Melit.)

2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149359 2026-09-24T10:19:00Z 2025-01-01T00:00:00Z

Title: Enhancing workplace sustainability : developing an effective ESD communication strategy for employee engagement Abstract: As sustainability becomes an increasingly critical priority for organisations, the integration of Education for Sustainable Development (ESD) within organisational communication strategies is emerging as a key driver for meaningful cultural and behavioural change in the workplace. This dissertation explores how senior leaders in Malta's FMCG sector perceive and integrate ESD into internal communication strategies to drive cultural change and employee engagement within the workplace. Employing a qualitative design, it analyses twelve semi-structured interviews with CEOs, CFOs, CMOs, and HR leaders from three organizations, using thematic analysis (Braun & Clarke, 2006) and concept mapping to uncover patterns in ESD awareness, communication approaches, leadership attitudes, and barriers/enablers. Findings reveal varying levels of understanding and prioritisation of ESD across leadership roles, with challenges like resource constraints, fragmented structures, and lacking frameworks hindering integration amid EU Corporate Sustainability Reporting Directive pressures. Opportunities include cross-departmental collaboration and strategic communication for sustainability culture-building. The study proposes a practical framework for embedding ESD in internal strategies, enhancing organizational performance and external ESG messaging. It contributes contextual insights to workplace ESD literature, particularly for small-island economies, with actionable recommendations aligning communication, education, and sustainability goals. Description: M. ESD(Melit.)

2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149258 2026-09-18T10:53:42Z 2025-01-01T00:00:00Z

Title: ESD strategies, community identity and heritage preservation : the Ġgantija heights development : a case study Abstract: The Ġgantija Temples, a UNESCO World Heritage Site, has been the subject of public concern due to a controversial proposed development in 2024, known as Ġgantija Heights development (PA/00570/21), that proposed to build a block of apartments less than 200m from the Ġgantija Temples within the designated buffer zone. This study uses the case to explore how a sense of belonging among key stakeholders influences their engagement with heritage-related development proposals. A qualitative methodology was used, involving semi-structured interviews with 16 participants, including local residents, heritage professionals, and civil society members. Three interviewees were actively involved in Education for Sustainable Development (ESD) initiatives, mainly through activism and public campaigning, which ultimately contributed to the revocation of the building permit in March 2025. However, findings indicate that a formal ESD strategy was not used in the protection of the site. The majority of participants emphasised that the threat to Malta's built heritage persists, especially in the face of unrestrained development and insufficient regulatory enforcement. It was clear from the research that a sense of belonging is deeply influenced by both the level of familiarity with the site and the time spent engaging with it. Participants with stronger personal or cultural ties to the Ġgantija Temples expressed a heightened sense of responsibility and were more actively engaged in opposing the development. Whilst formal heritage policies exist, Malta does not currently have a law which prohibits development near World Heritage Sites. The study highlights the ongoing vulnerability of Malta’s built heritage in the face of unchecked development and weak regulatory enforcement. The research emphasises the need for a stronger integration of ESD practices to empower communities, foster deeper connections to heritage sites, and support informed decision making in heritage management. This research suggests an ESD strategy for key stakeholders involved in future developments near World Heritage Sites. Description: M. ESD(Melit.)

2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149255 2026-09-18T10:48:48Z 2025-01-01T00:00:00Z

Title: Community gardening as a tool to promote ecological spirituality in ESD Abstract: This dissertation investigates the potential of community gardening as a transformative tool for fostering ecological spirituality within the framework of Education for Sustainable Development (ESD). Anchored in a case study conducted in Baħar iċ-Ċagħaq, Malta, the research explores how the cultivation of green communal spaces can cultivate eco-spiritual awareness, promote sustainable lifestyles, and foster a sense of community belonging. Drawing on a literature review that traces the evolution of ESD and highlights the often-overlooked spiritual dimension of sustainability, the study employs a qualitative methodology including semi-structured interviews, ethnographic observation, and participant reflection. Findings reveal that participants, despite initial unfamiliarity with the term “eco spirituality,” developed a deepened sense of interconnectedness with nature, spiritual responsibility, and commitment to sustainable practices through their involvement in the community garden project. The garden emerged not only as a site of environmental education but as a sacred space for contemplation, social bonding, and spiritual empowerment. This dissertation argues that eco-spirituality, rooted in reverence for nature, communal engagement, and reflective practice, is a crucial, though underexplored, dimension of transformative learning in ESD. The study concludes by recommending the intentional integration of eco-spirituality into sustainability education policies and community-based educational initiatives, particularly in the Maltese context. Description: M. ESD(Melit.)

2025-01-01T00:00:00Z