https://www.um.edu.mt/library/oar/handle/123456789/52001 Sun, 12 Apr 2026 15:55:43 GMT 2026-04-12T15:55:43Z https://www.um.edu.mt/library/oar/handle/123456789/139330 Title: From global dependency to local empowerment : a paradigm shift for sustainable teacher professional development programmes in the global south Abstract: This dissertation explores how the sustainability of Teacher Professional Development (TPD) programmes in the Global South can be strengthened through autonomy-respecting capacity-building, participatory processes, and grassroots strategies. It examines the opportunities and limitations of TPD by focusing on how local ownership, peer collaboration, and culturally responsive facilitation can be embedded into programme design and implementation. The research reflects on a shift from conventional knowledge-based frameworks towards a model centred on reciprocal and relational approaches that recognise teachers as co-learners and co-creators. After identifying a lack of research on grassroots-driven or smaller, deep-scale TPD within International Non-Governmental Organisations (INGOs), especially in primary education and Global South development settings, this study addresses that gap. While much literature critiques the influence of large INGOs, smaller-scale or grassroots approaches are often discussed collectively, without detailed case-level analysis. The literature addresses capacity-building in international development, but sustainable and locally driven strategies in primary education remain underexplored. As most studies focus on large-scale, donor-driven models, grassroots TPD initiatives offer valuable insights to inform more participatory and sustainable INGO strategies. The research investigates how international volunteers (IVs) and local participants engage in capacity-building through a qualitative case study on the INGO Teachers4Teachers operating in Kwale County, Kenya. Data were collected through focus groups, semi-structured interviews, observations, and document analysis. In total, 22 participants were involved: two focus groups, one with 7 local teachers and one with 7 IV teachers, and interviews with 2 head teachers, 2 curriculum support officers, an Education Officer, and 3 board members. Thematic analysis and Ripple Effects Mapping were used to identify themes and patterns across seven dimensions: autonomy-respecting capacity-building, empowerment and mutual learning, relationships and collaboration, expectations and preparedness, participatory processes, alignment with local needs and challenges, and programme scope and scalability. These dimensions emerged through a combined inductive (data-driven) and deductive (theory-driven) approach. Themes were partially derived from the literature and research questions, guiding the interview structure while allowing new insights to emerge through data collection. The research is framed within participatory and empowerment-based development approaches, drawing on Freirean pedagogy, Ellerman’s autonomy theory, and capacity-building literature. While the case study promotes co-learning and reciprocal capacity-building between local and international teachers, crucial challenges persist in implementing bottom-up participatory processes and robust follow-up activities. Empowering classroom teachers to take on facilitation or mentoring roles, integrating reflective and structured peer exchange, strengthening downward accountability, and consolidating capacity-building for IVs emerged as opportunities to enhance sustainability. This research contributes to development literature by offering practical insights into how localised TPD initiatives can inform broader INGO practices. It emphasises the need to focus on and revise alternative models while balancing scale with relational depth. The study advocates for long-term, participatory structures and follow-up mechanisms that respect local agency and enable meaningful professional growth for both local and international participants. Description: M. ESD(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/139330 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/128949 Title: Perceptions of periti on sustainable construction and development in Malta Abstract: This study delves into the perceptions of periti (architects and civil engineers) regarding sustainable construction (SC) and sustainable development (SD) in Malta. The research focuses on three questions (i). how do periti perceive SD and SC? (ii). what efforts are being made to address these concepts within the construction sector? (iii). how can Education for Sustainable Development (ESD) contribute to promoting sustainable practices within the sector? The mixed-methodology approach employed in this research consisted of a questionnaire (102 replies) addressed to warranted periti, and 7 interviews targeting some of the main positions that periti hold within the construction sector. The results in general show a high degree of concern with current practices within the sector and also Malta’s development as a whole. The role of ESD as a driver for promoting SC and SD practices was acknowledged by many periti and several opportunities for ESD initiatives are identified in this study. The need to adopt a holistic approach which combines ESD efforts with other initiatives within the industry, is also highlighted. In the conclusion, a model is given that illustrates the holistic approach that is needed to move towards SC in the sector, which will contribute to SD in Malta. The role of public, private and educational institutions in achieving this goal are also highlighted in this model. Considering that several areas that this research covered are highly under-researched, this study attempts to offer a recent, comprehensive view of perceptions of periti on SC and SD in Malta. Description: M. ESD(Melit.) Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/128949 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/113701 Title: Homelessness : breaking the silence! : facilitated intergroup dialogue in Maltese communities Abstract: Intergroup dialogue (IGD) is a pedagogical approach that involves sustained and facilitated dialogue between individuals from different societal groups that tend to share a history of intergroup conflict (Dessel et al., 2006). The study aimed to explore if IGD contributes to the awareness, empowerment and overall personal transformative change of individuals experiencing homelessness and others who are not. Additionally, the study aimed to investigate whether sustained IGD is an effective pedagogical tool for Education for Sustainable Development (ESD) in the community. This qualitative study employed a participatory action research approach, where seven adult participants came together for twelve hours of IGD in a community-based setting. Data was collected through online pre- and post- focus groups, conducted with each societal group, and also through the researcher’s diary which brought the facilitator’s observations and insight on the experience and process of IGD. The findings show that IGD can affect positively the participants’ and the facilitator’s cognitive, interpersonal and intrapersonal skills, and bring about empowerment and behavioural change. However, less positive outcomes were also recorded, especially that of disempowerment to engage in action on an individual level, after becoming more aware of the complex reality. Results seem to indicate that the IGD process and outcomes of both the participants and the facilitator reflect ESD principles at different levels and thus, could serve as a tool for ESD and contribute to the general aims of ESD. Several recommendations are proposed to multiple stakeholders to prioritize ESD beyond the formal schooling through the integration of IGD into adult education, and community learning and development. Description: M. ESD(Melit.) Sun, 01 Jan 2023 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/113701 2023-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/113695 Title: Veganism in Malta : attitudes, sustainability and the role of mass media Abstract: Veganism has been gaining traction in recent years due to a global drive towards ethical and sustainable lifestyles. However, although the vegan diet is considered by many to be ethical and good for the environment, it is often perceived to be inconvenient, difficult and expensive (Bryant, 2019). Mass media may be influencing attitudes towards veganism in different ways. Moreover, studies have shown that veganism is not a means to an end but involves a whole process of transformation (McDonald , 2000). This research aimed to explore the attitudes of Facebook users in Malta towards veganism and the role of mass media in increasing awareness, changing attitudes and inspiring action towards veganism. Moreover, it also aimed to find whether veganism could lead to an educational journey towards more sustainable lifestyles, by developing skills that are important for education for sustainable development (ESD). To do so, a mixed methods approach was used. The study was conducted among Facebook users that resided in Malta and were 18 years of age or older. An online questionnaire (N=466) shared on various Facebook pages provided a clear picture of the current attitudes among the respondents towards veganism, as well as the motivations and learning experiences of the vegan participants. In addition, online interviews (N=7) with people having different diets were conducted to add depth to the data gathered from the questionnaire. This study found that general attitudes towards veganism among the respondents were mixed, but females and participants of a younger age viewed veganism more positively. Respondents considered veganism to be admirable and better for the environment than other diets, but was also deemed it expensive, unnatural, extreme and difficult. While having better access to vegan food and affordability would motivate the respondents to become vegan, the taste of meat, living with non-vegans and the difficulty of the diet were significant barriers towards adopting the lifestyle. The mass media were found to be important sources of awareness and inspiration towards veganism, however one’s social circle was also important. The mass media were also important to aid vegans in their educational journey. Through veganism, the vegan respondents also reported increased knowledge about health and the environment, and developed skills and attributes such as empathy, compassion and critical thinking, indicating that through veganism one can develop the right tools to live more sustainably. Description: M. ESD(Melit.) Sun, 01 Jan 2023 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/113695 2023-01-01T00:00:00Z