https://www.um.edu.mt/library/oar/handle/123456789/145889 2026-06-03T02:43:05Z https://www.um.edu.mt/library/oar/handle/123456789/147073 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 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 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 https://www.um.edu.mt/library/oar/handle/123456789/147069 Title: Discerning adult education needs in Birgu (Malta) : a qualitative case study informed by asset-based community development Abstract: Interdisciplinarity between community development and adult education (AE) is increasingly being leveraged to build local capacity, enhance social cohesion, and promote lifelong learning. Although conventional top-down approaches still dominate globally, participatory, strengths-based approaches are increasingly advocated as ways to reposition communities as active agents in developing learning opportunities that are relevant to local realities. The study informing the writing of this dissertation researched how to fulfil the adult learning needs, employing a combined needs-assessment and asset-based community development (ABCD) approach that considers both community needs and available resources (McKnight & Kretzmann, 1996). Using a qualitative case study methodology the research mapped adults’ educational needs and community resources available to support AE in Birgu, one of the oldest cities in EU-island state Malta; as well as the extent to and ways in which locally driven solutions can be implemented. The qualitative, participatory research design included thematic analysis of a community survey and semi-structured interviews with formal and informal community leaders. Asset mapping revealed a significant cultural history, active voluntary associations, individual skills and available premises. Obstacles included lack of awareness of learning possibilities and of accessibility, and time constraints. Findings show, integrating needs assessment with ABCD promotes sustainable, community-led AE based on local identity and community agency. Community-owned AE can sustain belonging, participation and inclusive development in small urban areas; but AE needs go beyond formal learning, by including multiple literacies, life skills, cultural and civic education, and intergenerational learning. Recommendations include securing adaptable learning spaces and strategic external support, such as partnerships with the local council, NGOs, local community leaders; as well as tapping into intergenerational initiatives and utilising peer-to-peer learning models. Description: M.A. AE(Melit.) 2026-01-01T00:00:00Z