https://www.um.edu.mt/library/oar/handle/123456789/1054 Fri, 23 Oct 2026 09:28:37 GMT 2026-10-23T09:28:37Z https://www.um.edu.mt/library/oar/handle/123456789/150318 Title: Before the breadboard : using AI to scaffold Arduino algorithm design in secondary schools Authors: Vassallo, Diane; Govus, Gabriella Abstract: Generative AI tools offer Computing teachers opportunities to create interactive learning simulations without web development expertise, yet little is known about how teachers navigate this authoring process, how AI-generated artefacts function as pre-coding planning scaffolds, or what failure modes emerge. This mixed-methods case study examines a secondary Computing teacher using Gemini’s Canvas to build a Stage Recording Controller simulator for 15 Year 9 students, addressing design workflow, prompting, verification, student understanding and failure modes. Data comprise a pre/post quiz (n=15/n=12), exit tickets (n=12), a Likert survey (n=11), 13 flowcharts, teacher interview, reflection logs and observation notes. Quiz and exit responses were scored against predetermined keys, survey items averaged, flowcharts rated against an 11-dimension rubric, and qualitative sources analysed through framework analysis with triangulation across instruments. Findings indicate pre- and post-lesson quiz means of 9.47/12 and 10.92/12 respectively, survey mean 4.14/5 and strong performance on completed exit tasks. Five simulation-associated failure modes are identified, none detectable through pre-deployment review alone. The study contributes a three-phase authoring workflow, convergent indicative evidence of immediate learning and a failure-mode taxonomy with mitigation strategies. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150318 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150317 Title: Assessing the need for AI literacy provisions in small EU states’ informatics programmes in the context of the 2024 EU AI Act’s risk-based framework Authors: Vassallo, Diane; Dalli, Nicholas Abstract: This position paper examines how the 2024 EU Artificial Intelligence Act’s risk-based framework maps onto school informatics programmes in small EU states, and what AI literacy provisions such programmes should include in response. Drawing on the risk-based framework, Feng and Carolus’ review of AI literacy dimensions, and Crompton et. al.’s GenAI policy framework, the paper argues that small states face an ambition-implementation gap. A decentralised AI literacy framework is proposed to capitalise on dense institutional networks without sacrificing compliance or progressive curricula. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150317 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150313 Title: Who will teach our babies Maltese if we don't? Abstract: This opinion article explores the importance of early childhood language exposure in safeguarding the future of Maltese, with particular attention to the linguistic environments of children aged 0–3. It argues that language acquisition begins long before formal schooling and that everyday interactions with parents, carers and early childhood educators play a crucial role in shaping children's linguistic development. Against the backdrop of Malta's increasingly multilingual society and its reliance on international carers, the article raises concerns about children's limited exposure to Maltese during their formative years. It discusses existing language requirements for third-country nationals and highlights a University of Malta initiative to develop a practical Maltese-language syllabus for international carers working with young children. The article advocates accessible, occupation-specific language training and coordinated national policies that support Maltese-language development from birth. It emphasises the shared responsibility of families, educators, employers and policymakers in ensuring the intergenerational transmission of Maltese while respecting linguistic diversity and multilingualism. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150313 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150280 Title: Digital moral agency in school ethics curricula : from responsible use to epistemic and socio-technical judgement Authors: Giordmaina, Joseph; Zammit, Lucianne Abstract: Digital technologies increasingly shape the relationships, information environments and institutional systems within which young people exercise moral judgement, yet curriculum responses often separate digital competence from moral education. This study develops the concept of digital moral agency and examines how it is represented across 13 official Maltese Ethics curriculum, syllabus and policy documents published between 2012 and 2026. Using longitudinal qualitative document analysis, we compared successive formulations of the intended curriculum and coded established dimensions of moral agency and practical wisdom alongside inductively identified digital concerns. The analysis shows continuity in reflection, dialogue, responsibility, care, justice and reason-giving, alongside a widening of the contexts in which these capacities are expected to operate. Digital moral agency emerges across three interrelated dimensions: personal and relational judgement concerning conduct, wellbeing, privacy and relationships; epistemic judgement concerning credibility, influence and synthetic information; and structural judgement concerning algorithms, surveillance, bias, data exploitation and distributed responsibility. These dimensions do not form a simple age-graded sequence: newer Years 7-8 syllabi make algorithms, surveillance and AI-supported decision-making explicit, while the current SEC programme for older students remains more strongly focused on conduct and social influence, reflecting overlapping reform cycles. The findings suggest that digital ethics education should move beyond an ethics of responsible use towards an ethics of participation in socio-technical systems. The framework offers a curriculum-mapping tool for integrating ethical judgement with digital and artificial-intelligence literacy across school years. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150280 2026-01-01T00:00:00Z