https://www.um.edu.mt/library/oar/handle/123456789/18560 Fri, 12 Jun 2026 09:00:04 GMT 2026-06-12T09:00:04Z https://www.um.edu.mt/library/oar/handle/123456789/147143 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. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147143 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146567 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. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146567 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146566 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. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146566 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/143122 Title: Navigating participatory methods in childhood research : a qualitatively driven approach to case study design Authors: Spiteri, Jane Abstract: This chapter explores a range of child-centred participatory research methods commonly used in early childhood research, and their applicability to case study approaches. Specifically, it addresses child-centred methods such as observations, documents, journal/diary entries, interviews and focus groups. It also considers a variety of interviewing tools and techniques to generate data with children, including concept maps, photography, drawing, play and puppets, and a combination of these. To help differentiate between these methods and to clarify their purpose and rationale, a critical reflection on these methods and the insights they generate in the context of conducting research with young children is presented. Underpinning this discussion is the recognition that child-centred research needs to be sensitive to children’s needs, rights and experiences, and therefore, ethical challenges are also considered. This chapter concludes with a discussion of the methodological and practical challenges of qualitative case studies in early childhood research. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/143122 2024-01-01T00:00:00Z