Balancing dreams and duties : a qualitative exploration of opportunities and challenges for mothers returning to education in Malta

Abstract

This thesis, "Balancing Dreams and Duties: A Qualitative Exploration of Opportunities and Challenges for Mothers Returning to Education in Malta," explores the complex and often conflicting realities faced by Maltese mothers who re-enter formal education while simultaneously fulfilling caregiving roles. Framed within a social constructionist ontology and grounded in feminist epistemology, the study adopts a phenomenological qualitative approach to examine how gendered social expectations, institutional frameworks, and personal ambitions shape these women’s educational journeys. The research involved semi-structured, in-depth interviews with nine mothers who were either currently enrolled in or had recently completed formal education. They were selected through purposive and snowball sampling to ensure the richness and relevance of their experiences. The interviews were conducted face-to-face, transcribed verbatim, and analysed using reflexive thematic analysis. Ethical principles, including informed consent, confidentiality, and the right to withdraw, were strictly upheld, ensuring participant autonomy and integrity throughout the research process. Findings illuminate a dual narrative. On one hand, education emerges as a transformative tool, opening pathways to self-fulfilment, identity reconstruction, and socio-economic mobility. Participants described their return to education as a reclamation of personal agency after years of prioritizing others. On the other hand, they reported numerous structural and emotional barriers: acute time poverty, financial insecurity, inadequate childcare options, and inflexible academic systems that are slow to accommodate the needs of caregiving students. These tensions were often intensified by internalized societal pressures to embody the "ideal mother" while striving for academic achievement. Despite these challenges, the study also highlights strong sources of resilience. Many participants relied on supportive partners, extended family, peer networks, and empathetic educators. Intrinsic motivation—rooted in a desire for self-improvement, role modelling for their children, and long-term career goals—played a central role in sustaining their efforts. Importantly, the presence of adaptive institutional practices, such as hybrid learning options or understanding lecturers, significantly enhanced women’s ability to persist and succeed. The themes emerging from the data underscore a broader systemic disconnect between educational structures and the realities faced by caregiving students. The research emphasizes that while these mothers navigate an uphill battle, their stories are not solely defined by struggle; they also reflect strength, agency, and a redefinition of motherhood through the lens of education. Based on these insights, the thesis presents a set of practical, context-specific recommendations. These include expanding access to affordable childcare, implementing flexible learning pathways, offering targeted financial assistance, and fostering inclusive academic cultures that recognize caregiving as a legitimate and valuable perspective within educational spaces. This study contributes to feminist research by highlighting the voices of a demographic often overlooked in educational discourse. It also offers actionable insights for policymakers, academic institutions, and support services aiming for more equitable access to lifelong learning for mothers in Malta and similar contexts.