Disruptive and enabling impacts of AI, VR, and AR in Maltese tertiary education : a mixed-methods case study at the University of Malta

Abstract

This mixed-methods case study explores the disruptive and enabling roles of Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR) in tertiary education at the University of Malta. Set against Malta’s blend of traditional teaching practices and global technological shifts, the research investigates how these tools reshape learning experiences while tackling systemic hurdles to adoption. Focusing on three aims, understanding lecturer and student attitudes, measuring impacts on engagement and skills, and identifying institutional challenges, the study uses surveys (265 students) and interviews (7 lecturers) to offer a detailed analysis. Results reveal strong student optimism: 87.1% believe AI, VR, and AR enhance engagement (average score: 4.2/5), and 84.15% associate these tools with improved learning quality, despite limited hands-on experience with VR/AR. Lecturers recognise the potential for tailored learning and immersive scenarios but stress that technologies should support, not replace, traditional teaching. Challenges, however, loom large: 66.4% of students report inadequate training, while lecturers cite resistance from long-serving colleagues, uneven resource distribution, and high costs (74% agreement). Disparities across faculties worsen the issue; students in Health Sciences, for example, feel far less supported (average 1.43/5) than peers in tech-focused departments. The study exposes a clash between Malta’s push for digitalisation and its conservative academic culture. To bridge this gap, blended teaching methods aligned with modern pedagogical trends are proposed, alongside training programmes to upskill lecturers and fairer funding to tackle resource gaps. Ethical guidelines for AI use and student involvement in course design are also suggested to merge innovation with tradition. These insights not only add to global debates on tech-driven education but stress the need for strategies tailored to institutions balancing change with deeply rooted practices.