Evaluating the ICT C3 curriculum in Maltese schools : teacher perspectives

Abstract

This study explores the implementation of the ICT C3 curriculum within Maltese schools, focusing on teacher perspectives across state, church, and independent sectors. Using a mixed-methods approach, data was gathered through questionnaires and focus group discussions, involving 112 ICT teachers. The research assesses teacher confidence, curriculum delivery, and resource adequacy, alongside challenges related to student engagement and assessment practices. Findings reveal that while educators generally feel confident in delivering the curriculum, gaps in infrastructure, professional development, and differentiated content persist. Significant concerns include the complexity of certain topics for younger students, the misalignment between the curriculum and real-world applications, and the need for improved resources, particularly in non-state schools. Additionally, the study highlights the need for clearer distinctions between ICT C3 and related subjects such as Computing and VET IT. Teachers advocate for curriculum refinement, increased professional development, and greater teacher involvement in curriculum design. The study concludes with recommendations to enhance teaching effectiveness and student preparedness in the evolving digital landscape, emphasising the importance of ongoing curriculum updates, targeted professional training, and improved resource allocation to meet the needs of both students and educators.