https://www.um.edu.mt/library/oar/handle/123456789/1165 Wed, 21 Oct 2026 02:43:55 GMT 2026-10-21T02:43:55Z 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 https://www.um.edu.mt/library/oar/handle/123456789/150279 Title: Safe schools, safe futures : a preventive SOP for schools to identify extreme violent tendencies in children and adolescents Abstract: This Standard Operating Procedure (SOP) provides school leaders, educators, and professionals with a practical framework for identifying and addressing extreme violent tendencies in children and adolescents. The document focuses on two primary areas of concern: ideologically inspired violent extremism and non-ideological violence fascination—referred to as Violence-Fascinated Individuals (VFIs). It defines key terms, outlines risk factors (such as trauma, neurodivergence, and online radicalisation), identifies behavioral indicators, and presents a structured response model prioritizing early detection, trauma-informed support, internal referral, and escalation to safeguarding authorities. The SOP aims to safeguard educational communities while upholding human rights, inclusion, and non-stigmatisation of vulnerable youths. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150279 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150278 Title: The European agenda for education in prison Authors: Giordmaina, Joseph Abstract: The purpose of this chapter is to provide an overview of how the Council of Europe (CoE) by means of its various recommendations as well as the European Union (EU) through both its declared policies as well as its partly/fully funded training programmes are mapping the chart for education and training in European Prisons. The chapter argues that irrespective of the goals set by the CoU and the EU regarding education in prison, progress remains slow, and educational provision in prison remains rather limited. Tue, 01 Jan 2013 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150278 2013-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150254 Title: The relationship between critical thinking and career education : effective teaching strategies Abstract: This module examines the integration of critical thinking skills within career education across primary and secondary curricula. It outlines various dimensions and definitions of higher-order thinking—drawing on key frameworks by Paul, Ennis, Siegel, McPeck, and Bloom's Taxonomy—and details effective pedagogical strategies for fostering open, inquiry-based classroom environments. Practical methodologies are highlighted, including direct instruction, cross-curricular infusion, Philosophy for Children (P4C), Socratic questioning, and visual media analysis (e.g., photo essays on child labor). The resource emphasizes transforming the teacher's role from instructor to facilitator to help students cultivate independent judgment, reasoned decision-making, and essential competencies for future career success. Sat, 01 Jan 2005 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150254 2005-01-01T00:00:00Z