OAR@UM Collection:

Assessing student engagement in higher education : validation of the university student engagement inventory among Maltese University students

Thu, 01 Jan 2026 00:00:00 GMT

Title: Assessing student engagement in higher education : validation of the university student engagement inventory among Maltese University students Authors: Deguara, Josephine; Borg, Jonathan A.; Marôco, João; Hanssen, Natallia Bahdanovic; Løken, Trygve Kvåle Abstract: This study examined the psychometric properties of the University Student Engagement Inventory (USEI) among Maltese university students, addressing the lack of validated tools for assessing student engagement (SE) in Malta’s higher education (HE) context. The questionnaire was sent to all 12,400 University of Malta students out of which 323 fully completed the USEI, measuring behavioural (BE), emotional (EE), and cognitive engagement (CE). Confirmatory factor analysis supported both the three-factor model (CFI=0.945, TLI=0.933, RMSEA=0.073) and an excellent second-order model fit (CFI=0.981, TLI=0.977, RMSEA=0.057). Reliability was good for EE (α=0.83, ω=0.81) and CE (α=0.79, ω=0.76), and marginal for BE (α=0.68, ω=0.65), consistent with international findings. Measurement invariance was confirmed across STEM and non-STEM groups, indicating model stability across disciplines. Predictive validity showed that higher SE significantly predicted fewer dropout intentions (β=–0.49, p<0.001) and higher self-reported academic performance (β=0.56, p<0.001). Results confirm the USEI as a reliable and valid tool for assessing SE within the Maltese HE context and confirms its use in identifying disengaged students and informing interventions to enhance persistence and academic success.

Comparative analysis of language policies in Malta and the European schools language policy

Thu, 01 Jan 2026 00:00:00 GMT

Title: Comparative analysis of language policies in Malta and the European schools language policy Authors: Bonello, Charmaine; Muscat, Tania; Camilleri, Rosienne; Deguara, Josephine; Milton, Josephine; Camenzuli, Rebecca; Vella, Michela Abstract: This study investigates how national language policies and the European Schools Language Policy support the inclusion of multiple languages in early and primary education in Malta. It focuses on Maltese policy documents such as the Language Policy for the Early Years, the Junior Years Policy, and the National Literacy Strategy and compares them with the European Schools Language Policy. Using a comparative content analysis framework, the research evaluates how these policies conceptualise multilingualism, support linguistic diversity, and accommodate students’ full language repertoires. Findings reveal that while Maltese policies promote bilingualism in Maltese and English, they often adopt a monoglossic orientation that marginalises students’ first language/s (L1). In contrast, the European Schools Language Policy operationalises plurilingualism through L1 maintenance, additional language pathways, and Content and Language Integrated Learning (CLIL), positioning linguistic diversity as both a right and a pedagogical resource. The analysis highlights clear divergences in policy measurability, implementation mechanisms, and children’s participation, alongside the persistence of a colonial legacy, specifically the historical British influence on English dominance in education. The study concludes that Malta’s education system would benefit from moving beyond declarative bilingualism towards an inclusive, rights-based plurilingual policy framework aligned with EU and UNESCO multilingual agendas, embedding structured pathways for L1 maintenance, teacher education, and learner voice.

The mediating and moderating role of digital well-being in the relationship between artificial intelligence competence, computational thinking, and virtual risk perception

Thu, 01 Jan 2026 00:00:00 GMT

Title: The mediating and moderating role of digital well-being in the relationship between artificial intelligence competence, computational thinking, and virtual risk perception Authors: Arslankara, Veysel Bilal; Vassallo, Diane; Thériault, Caroline; Pivetta Da Silva, Monalisa; Usta, Ertuğrul Abstract: This study examines the relationships among artificial intelligence competence, computational thinking, and virtual risk perception within digital learning environments, focusing on the mediating and moderating role of digital well-being. The research was conducted with a cross-cultural sample of 456 university students from Türkiye, Malta, Ghana, Canada, and Brazil. Data were collected using validated measurement instruments and analyzed through regression-based mediation and moderation analyses using Jamovi software. The findings revealed that both artificial intelligence competence and computational thinking significantly and positively predict digital well-being. In addition, all three variables, artificial intelligence competence, computational thinking, and digital well-being, were found to significantly predict virtual risk perception. Mediation analyses demonstrated that digital well-being serves as a significant mediator in the relationship between the independent variables and virtual risk perception. Furthermore, moderation analyses demonstrated that digital well-being significantly alters the strength of these relationships, suggesting that individuals with higher digital well-being may perceive virtual risks differently compared to those with lower digital well-being. Cross-cultural comparisons also revealed significant differences across countries. Overall, the findings highlight digital wellbeing as a central construct that reflects individual digital experiences and shapes how technological competencies influence risk perception. The study provides important implications for the design of AIsupported learning environments and the development of global educational policies, particularly in how these environments can be tailored to enhance digital well-being and address the varying technological competencies and risk perceptions across different cultures.

Critical review of research and policy on transitions to school from 2000 to 2024 in Malta

Thu, 01 Jan 2026 00:00:00 GMT

Title: Critical review of research and policy on transitions to school from 2000 to 2024 in Malta Authors: Sollars, Valerie; Camilleri, Rosienne Abstract: Internationally, transitions from kindergarten to the first year of compulsory school is a very well-researched area. However, in the Maltese context it has not attracted much attention either from research or professional perspectives. This reflects the chequered history and slow development which has characterised early years services. Although non-compulsory state kindergarten provision has been nationally available and accessible for close to half a century, to date no longitudinal or in-depth study has considered any impact kindergarten experiences have on children. The significant potential which early years settings contribute to young children’s development has relatively recently come under the spotlight. The early years were formally acknowledged as distinct from the primary cycle in the latest National Curriculum Framework (MEDE, A national curriculum framework for all. MEDE. https://curriculum.gov.mt/kurrikulu-nazzjonali-framework-ghal-kul hadd/, 2012). This chapter focuses on the vision of the curriculum, one published article, and two unpublished data sets. Available data has predominantly sought the perspectives of educators and school leaders, with less consideration given to parents and children as key stakeholders. Further research incorporating all voices is imperative to identify the impact of transitions on children’s personal and social development, academic achievements, and adjustments. Stakeholders need professional insights to support the development of appropriate transition policies.