https://www.um.edu.mt/library/oar/handle/123456789/120113 Thu, 09 Apr 2026 06:02:44 GMT 2026-04-09T06:02:44Z https://www.um.edu.mt/library/oar/handle/123456789/110289 Title: Symposia Melitensia : number 19 Editors: Satariano, Bernadine Abstract: Table of contents:; FENECH CARUANA, M. - Exploring, exploiting and nurturing the strong link between green chemistry education (GCE) and education for sustainable development (ESD); PARNIS, M., & SCHEMBRI, H. - Reaching and teaching students from ethnic minorities in a Maltese state school Sun, 01 Jan 2023 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/110289 2023-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/110288 Title: Exploring, exploiting and nurturing the strong link between green chemistry education (GCE) and education for sustainable development (ESD) Authors: Fenech Caruana, Mario Abstract: Green chemistry was born in the early 1990s as a bold and concrete commitment by the chemistry community to design safer chemical products and processes for a more sustainable world. It is often considered as an unorthodox yet smarter application of chemistry which protects human health and the environment in an economically viable and sustainable way. It is also the new inevitable paradigm for chemistry to meet the challenges of sustainable development. The emergence of green chemistry entailed sharing this new philosophy and methodology of doing chemistry with other chemists and students aspiring for a chemistry-related career. Education was immediately identified as the most effective medium to propagate the green chemistry message to students and society at large. Science educators realised the overlap between the fundamental green chemistry principles and the overarching concept of sustainable development, and viewed this as an opportunity to infuse sustainability issues in chemistry and science education. This paper investigates such an intersection between green chemistry education and education for sustainable development, and attempts to identify potential ways and means of implementing some significant aspects of sustainability in pre- university curricula. This study looks into both the educators’ and students’ perspectives of such an educational endeavour, taking into account the logistics such as resources, training and any potential barriers in teaching these basic principles of sustainable science, as well as the impact on learning such as motivation to study chemistry, moral and ethical thinking skills, environmental awareness and an understanding of the role of science in society. Sun, 01 Jan 2023 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/110288 2023-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/110287 Title: Reaching and teaching students from ethnic minorities in a Maltese state school Authors: Parnis, Marion; Schembri, Heathcliff Abstract: One of the objectives of educational institutions is to transmit positive values and skills to all students, irrespective of their background. As often outlined by research, students from ethnic minorities tend to experience marginalisation, an issue that can potentially be removed by schools and educators through multicultural education. This qualitative research sought to understand the perspectives of educators working in a particular Maltese secondary state school about the inclusion of students from ethnic minorities. It delved into the educators’ positionality, knowledge and skills, and into the provisions available to them to holistically reach students from ethnic minorities in their classrooms. Following semi-structured interviews with seven educators (teachers, Learning Support Educators and members of the School Leadership Team), a thematic analysis was employed to identify the factors that affect the holistic inclusion of students from ethnic minorities. This research brought forward the educators’ positive outlook toward the inclusion of these students. It also highlighted their will to become more culturally competent in addressing the students’ holistic needs. Distinct barriers were also pointed out, such as language, behaviour and the provision of basic needs. Finally, the researchers sought to derive potential solutions that could advance and sustain the holistic inclusion of these students in this particular school, and which could be used as potential reflections for the holistic inclusion of students from migrant backgrounds in Maltese schools. Considering the evidence of the pivotal role of educators in kick-starting the process for a genuine education that includes all students, the right support and mechanisms need to be set up to complete the beautiful kaleidoscope of multicultural education. Sun, 01 Jan 2023 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/110287 2023-01-01T00:00:00Z