https://www.um.edu.mt/library/oar/handle/123456789/1711 Fri, 17 Apr 2026 03:39:15 GMT 2026-04-17T03:39:15Z https://www.um.edu.mt/library/oar/handle/123456789/145604 Title: From strategy to classroom reality : bridging the cognitive gap in AI-driven education : a study of technological frames among AI strategists and educational leaders in Malta Abstract: This dissertation examines the integration of Artificial Intelligence (AI) into education in Malta, with particular attention to the post-2022 mainstreaming of generative AI. It explores the alignment between the Malta AI Strategy and the perspectives of educational leaders responsible for interpreting and enacting policy within the education system. Using a qualitative, interpretive methodology, the study analyses semi-structured interviews with AI Strategists and Educational Leaders to examine how each group makes sense of AI’s nature, strategic purpose, and day-to-day use in education. The analysis is structured primarily through Orlikowski and Gash’s Technological Frames of Reference, informed by Giddens’ Structuration Theory to situate these interpretations within broader socio-institutional conditions, while Davis’ Technology Acceptance Model is used interpretively to illuminate issues of acceptance, readiness, and resistance to AI adoption. Findings indicate both convergence and divergence across participant groups. Both Strategists and Educational Leaders recognise AI’s potential to enhance efficiency, personalise learning, and support educators. However, Strategists more often frame AI as a disruptive catalyst requiring systemic change, whereas Educational Leaders tend to view it as a supplementary tool whose implementation is shaped by ethical, cultural, and infrastructural constraints. Leaders also foreground practical risks and barriers, including over-reliance, data privacy concerns, digital divides, and uneven digital literacy; issues that are less explicitly foregrounded in strategic policy framing. The study suggests that Malta’s AI-enabled educational transformation will depend on narrowing these interpretive and readiness gaps through inclusive policymaking, targeted professional learning, robust ethical safeguards, and stronger alignment between strategic aspirations and school-level realities. Addressing these divergences can support a fair, human-centred, and ethically grounded adoption of AI that empowers teachers, supports students, and strengthens societal preparedness for ongoing technological change. Description: M.Ed.(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145604 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145383 Title: Inclusive practices in Maltese childcare settings Abstract: This study investigates practices which support or hinder inclusion in Maltese childcare centres. A mixed-methods approach contributed to understanding supports and barriers to inclusion in local childcare settings while simultaneously identifying the role that local policies play. By utilising reflexive thematic analysis (Braun & Clarke, 2006), practices and challenges faced by parents and childcare educators were identified to examine how they contributed to children’s experiences of inclusion. Interviews with parents of children with disabilities and responses to questionnaire data provided by childcare educators and managers reveal that despite exclusion of children with disabilities still being adopted by local childcare, other practices which support inclusion are utilised. Responses by parents and staff were similar, yielding themes identified by both stakeholders. Having positive beliefs and attitudes towards inclusion, a commitment for collaboration and an ability to effectively adapt learning opportunities were the main supports for inclusion. An inability to respond effectively to needs and systemic inequity presented challenges to inclusion. Although local policies reflect research findings, there seems to be a disconnect between the documentation and experiences of parents and staff. The experiences of the participants in this study suggest that the extent to which childcare settings embrace inclusion differs. This study concludes with several recommendations which aim to support inclusive practice further while reducing challenges and moving towards aligning childcare centres with local policy. The exploratory nature of this study offers insights which require further exploration especially research which presents the experiences of other stakeholders, including children and professionals working within the field. Description: M. Access Ed.(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145383 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145103 Title: Lesson study as a tool for professional development : a case study of collaboration between teachers in the upper primary years Abstract: This research explores Lesson Study (LS) as a model for collaborative professional development and teacher learning in a Maltese primary school context. It responds to dominant top-down professional development (PD) models by investigating how LS supports teacher agency, reflective practice, and cross-year collaboration. The research study took place in the junior sector of a private school and adopted a constructivist, practitioner-led action research approach. Four upper primary teachers engaged in a LS cycle, supported by a knowledgeable other (KO) and facilitated by the researcher practitioner. Data were gathered through interviews, post-lesson debriefings, and a focus group. Using Braun and Clarke’s (2006, 2021) reflexive thematic analysis, the study examined teachers’ meaning-making and professional dialogue. Findings suggest LS enhanced instructional decision-making, fostered collegial trust, and strengthened teacher ownership of pedagogy. Non-judgmental peer observation and structured reflection contributed to a richer understanding of student learning. The knowledgeable other’s input added depth by challenging assumptions and broadening perspectives. While the study’s scale and duration were limited, it contributes to emerging research on LS in Malta’s primary education sector. It shows that, when aligned with leadership and policy support, existing PD structures can accommodate sustainable, school-based inquiry. The study offers practical insights for educational leaders and policymakers seeking to embed collaborative, teacher-led approaches into professional learning. Description: M.A.(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145103 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145101 Title: Investigating the perception of social leadership among heads of state secondary schools in Malta Abstract: This research examines how Heads of State Secondary Schools in Malta perceive social leadership to understand better how heads of school conceptualise and implement leadership approaches that emphasise cooperation, inclusion, and community involvement. In educational settings, where schools are expected to serve as centres for social cohesion and well-being alongside academic achievement, social leadership is defined as a model that balances professional authority and relational influence. To capture the perspectives, this study employs case studies that combine survey data from a representative sample of Heads of School through semi-structured interviews. According to the findings, social leadership is commonly viewed by Maltese heads of school as a vital part of their role, especially in developing strong staff relations, developing student voices, and engaging with parents and the community. However, challenges affecting social leadership approaches were identified, such as bureaucratic constraints, workload pressures, and limited resources. This study highlights the importance of providing Heads of Schools with continuous PD, policy backing, and institutional frameworks that enable them to lead socially and administratively, which is beneficial for the whole school community. By situating the Maltese context within wider discussions on the role of social leadership in contemporary education, this study contributes to the growing body of literature on educational leadership. Description: M.A.(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145101 2026-01-01T00:00:00Z