https://www.um.edu.mt/library/oar/handle/123456789/18584 Wed, 10 Jun 2026 15:34:35 GMT 2026-06-10T15:34:35Z https://www.um.edu.mt/library/oar/handle/123456789/147213 Title: Learning from each other – the SIEC-ISBE research symposium : differentiated instruction in the accounting classroom Abstract: An engaging and insightful session was organised by the International President, which brought together members of the local and international business education community to share research and best practices in the field.; The highlight of the session was the contribution of Ms Elaine Cassar, a second-year Business Education student following the Master's in Teaching and Learning course, who enthusiastically presented her ongoing research. [excerpt] Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147213 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147212 Title: International president´s message : learning and connecting together : online learning, the Amsterdam 2026 conference and new opportunities Abstract: Welcome to this edition of our newsletter. As an international community of business educators, we grow through shared learning, professional dialogue and collaboration. I would like to warmly invite you to continue learning together through our online sessions. These sessions provide valuable opportunities to exchange ideas, reflect on practice and remain connected across countries and contexts. [excerpt] Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147212 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146276 Title: Playful pathways to computational thinking : exploring a board game activity in early years settings Authors: Busuttil, Leonard; Vassallo, Diane Abstract: This paper reports on a qualitative study conducted in Malta exploring a purpose-designed board game as a vehicle for promoting computational thinking (CT) among children aged 4–7 in early years classrooms. Drawing on classroom observations, focus group discussions and teacher questionnaires, the study examines how the game supported children’s engagement with core CT skills, including sequencing, pattern recognition and decomposition. Findings suggest that the narrative-driven, unplugged format facilitated playful learning and peer collaboration, while teacher mediation was crucial in scaffolding children’s understanding of CT concepts. Collaborative gameplay, in particular, was associated with deeper engagement and more observable instances of abstraction and algorithmic thinking, whereas competitive formats fostered motivation but sometimes led to more superficial decision-making. The study also identifies practical considerations for implementation, including time constraints, inclusion of pupils with additional needs, and the importance of professional development in sustaining effective use. These findings contribute to growing evidence that well-designed board games can serve as effective and inclusive tools for introducing CT in developmentally appropriate ways. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146276 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145502 Title: Futures of school knowledge and inclusive pedagogies Authors: Mizzi, Emanuel Abstract: In this presentation, the researcher draws on insights from the notion of the ‘Three Futures’ of school knowledge to inform teaching approaches that foster student engagement, voice, agency and learning (Young & Lambert, 2014; Young & Muller, 2010). Grounded in the distinction among Future 1, Future 2 and Future 3, the presentation investigates how different conceptions of school knowledge determine what counts as worthwhile learning. On this basis, inclusive pedagogies are understood as requiring not only the participation of diverse students but also access to powerful disciplinary knowledge and structured opportunities to question and re-contextualise it. The approach during the presentation combines theoretical analysis with examples from the author’s research in business education. First, the ‘Three futures’ heuristic is outlined, highlighting the limits of Future 1 (traditional, fixed curricula) and Future 2 (over contextualised, skills-driven learning). Future 3 is then presented as a way of placing powerful disciplinary knowledge at the core of the curriculum while opening it up for critique, contestation and application to students’ lived worlds. This conceptual framing is illustrated through inclusive pedagogical practices, including cooperative learning strategies that invite students to interrogate business concepts, engage in deep thinking, and articulate their perspectives. Key insights point to a Future 3 curriculum as particularly promising for inclusive pedagogy: it enables students to access and work with powerful disciplinary knowledge in ways that support engagement and encourage critical examination of taken-for-granted assumptions in business and economic life. The presentation concludes by discussing implications for policy, classroom practice and future research, including the need for curriculum frameworks that value powerful knowledge, teacher education that develops inclusive, critical disciplinary pedagogies, and further empirical studies on how such approaches can enhance deep learning and agency in diverse classrooms. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145502 2026-01-01T00:00:00Z