https://www.um.edu.mt/library/oar/handle/123456789/18584 Fri, 07 Aug 2026 08:56:45 GMT 2026-08-07T08:56:45Z https://www.um.edu.mt/library/oar/handle/123456789/148321 Title: Enacting the Future 3 Curriculum : ‘curriculum making’ and participatory methods as drivers of critical and transformative education Abstract: This presentation explores the reconceptualisation of school knowledge through the ‘Three Futures’ heuristic, advocating for a Future 3 curriculum where specialised disciplinary structures serve as dynamic tools for human agency. Drawing on qualitative research, the study illustrates how teachers and lecturers can act as ‘curriculum makers’, transforming powerful knowledge into accessible pedagogical representations. Central to this enactment are participatory methods that facilitate engagement with transformative threshold concepts. By anchoring active learning in robust disciplinary frameworks, this approach provides students with the dispositional capacity to critique authoritative claims and envision alternative social futures within an inclusive and supportive learning climate. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148321 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148259 Title: A future 3 business education curriculum : building agency for a cooperative world Abstract: This presentation discusses how business educators can enact a Future 3 curriculum to cultivate student agency for cooperative roles as citizens, consumers and workers. Drawing on economics research, the presenter contrasts a Future 1 (uncritical transmission of knowledge) and a Future 2 (generic skills) with a Future 3 business education curriculum. The latter engages students with substantive knowledge and fosters criticality and pluralism. Students are then empowered to analyse policies and navigate complexities for global impact. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148259 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147840 Title: From tool to teammate? Negotiating accountability and disclosure in academic generative AI use Authors: Vassallo, Diane Abstract: Generative AI is becoming embedded in academic work, yet ethical boundaries and disclosure expectations remain inconsistently defined across contexts and contested. As these systems increasingly resemble collaborative partners rather than neutral tools, accountability questions become more complex, including what counts as acceptable assistance, who is responsible for errors, and what should be disclosed to different audiences. Drawing on focus groups with 15 university academics, this paper examines how academics in this context negotiate ethical boundaries for generative AI across academic tasks, how moral accountability and professional identity are performed in peer dialog, what transparency and disclosure norms emerge across key audiences, and how perceived competence trajectories may be associated with shifts in both boundary-setting and emotional positioning over time. Findings show that boundary-setting is strongly situational, with acceptability calibrated by task type, stakes, and visibility, and anchored in concerns about authorship, authenticity, responsibility, and credibility. Participants enacted moral accountability through tool reframing, verification, reliance minimization and self-presentational disclosure choices. Transparency norms were conditional and audience-dependent, shaped by uncertainty about institutional guidance and by anticipated judgement from colleagues, students and publishers. Adoption trajectories appeared to be associated with these negotiations: greater familiarity was often associated with increased confidence and more nuanced ethical rules, while lower perceived competence was associated with cautious use and heightened concern. The paper concludes with implications for responsible guidance in higher education, arguing for policy and professional learning that recognize the social dynamics of accountability and support calibrated, context-sensitive transparency. Fri, 01 Jan 2027 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147840 2027-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147839 Title: The green transformation educational package Authors: Timotheou, Stella; Farrugia Caruana, Lawrence; Cavadas, Bento; Lacrama, Dan L. Abstract: This short paper will be focused on the development of a curriculum and an educational package for a green transformation course as the main objective of an Erasmus project implemented by a consortium of eight partners (universities & enterprises) from six EU countries. The project and the course aim to promote synergies between higher education and the labor market for developing sustainability competences for green transformation strategies using the Theory of Change and Artificial I. Constructing the curriculum was a complex task, as it had to include knowledge from various scientific fields, such as environmental protection, economics, law, theory of change, computer technology etc. The educational package includes the implementation of several elements; from face-to-face teaching and laboratory activities, to the use of a dedicated online educational platform, genuine research projects carried by students and internship placements. Mon, 01 Jun 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147839 2026-06-01T00:00:00Z