https://www.um.edu.mt/library/oar/handle/123456789/139147 Fri, 18 Sep 2026 12:52:02 GMT 2026-09-18T12:52:02Z https://www.um.edu.mt/library/oar/handle/123456789/149258 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.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/149258 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149255 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.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/149255 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/139330 Title: From global dependency to local empowerment : a paradigm shift for sustainable teacher professional development programmes in the global south Abstract: This dissertation explores how the sustainability of Teacher Professional Development (TPD) programmes in the Global South can be strengthened through autonomy-respecting capacity-building, participatory processes, and grassroots strategies. It examines the opportunities and limitations of TPD by focusing on how local ownership, peer collaboration, and culturally responsive facilitation can be embedded into programme design and implementation. The research reflects on a shift from conventional knowledge-based frameworks towards a model centred on reciprocal and relational approaches that recognise teachers as co-learners and co-creators. After identifying a lack of research on grassroots-driven or smaller, deep-scale TPD within International Non-Governmental Organisations (INGOs), especially in primary education and Global South development settings, this study addresses that gap. While much literature critiques the influence of large INGOs, smaller-scale or grassroots approaches are often discussed collectively, without detailed case-level analysis. The literature addresses capacity-building in international development, but sustainable and locally driven strategies in primary education remain underexplored. As most studies focus on large-scale, donor-driven models, grassroots TPD initiatives offer valuable insights to inform more participatory and sustainable INGO strategies. The research investigates how international volunteers (IVs) and local participants engage in capacity-building through a qualitative case study on the INGO Teachers4Teachers operating in Kwale County, Kenya. Data were collected through focus groups, semi-structured interviews, observations, and document analysis. In total, 22 participants were involved: two focus groups, one with 7 local teachers and one with 7 IV teachers, and interviews with 2 head teachers, 2 curriculum support officers, an Education Officer, and 3 board members. Thematic analysis and Ripple Effects Mapping were used to identify themes and patterns across seven dimensions: autonomy-respecting capacity-building, empowerment and mutual learning, relationships and collaboration, expectations and preparedness, participatory processes, alignment with local needs and challenges, and programme scope and scalability. These dimensions emerged through a combined inductive (data-driven) and deductive (theory-driven) approach. Themes were partially derived from the literature and research questions, guiding the interview structure while allowing new insights to emerge through data collection. The research is framed within participatory and empowerment-based development approaches, drawing on Freirean pedagogy, Ellerman’s autonomy theory, and capacity-building literature. While the case study promotes co-learning and reciprocal capacity-building between local and international teachers, crucial challenges persist in implementing bottom-up participatory processes and robust follow-up activities. Empowering classroom teachers to take on facilitation or mentoring roles, integrating reflective and structured peer exchange, strengthening downward accountability, and consolidating capacity-building for IVs emerged as opportunities to enhance sustainability. This research contributes to development literature by offering practical insights into how localised TPD initiatives can inform broader INGO practices. It emphasises the need to focus on and revise alternative models while balancing scale with relational depth. The study advocates for long-term, participatory structures and follow-up mechanisms that respect local agency and enable meaningful professional growth for both local and international participants. Description: M. ESD(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/139330 2025-01-01T00:00:00Z