Bridging worlds : stories of immigrant children in Malta : fostering empathy and understanding in schools

Abstract

This dissertation explores how educational resources can support the integration of migrant and refugee children within Malta’s Personal, Social, and Career Development (PSCD) curriculum. While Malta has become a country where immigration is common, its educational frameworks have not fully adapted to reflect the realities of its increasingly diverse student population. To address this gap, the study employs a Project-Based Research methodology informed by design thinking and grounded in multicultural, critical, and differentiated pedagogies. The research involved the development of four short, fiction-based yet reality-informed stories and a complementary activity pack designed to foster empathy, intercultural understanding, and inclusivity in Maltese classrooms. Data informing the project were drawn from voluntary work with migrants, collaboration with NGOs, informal consultations with educators, and a review of existing literature on migration and pedagogy. The design process followed iterative cycles of empathy, ideation, prototyping, and testing, ensuring cultural sensitivity and pedagogical validity. Although empirical classroom implementation was restricted due to institutional limitations, the project produced a comprehensive evaluative framework for future application. The outcomes highlight the importance of embedding migrant perspectives within mainstream curricula, equipping educators with practical tools for promoting human rights, equity, and social justice. Ultimately, the study contributes to ongoing efforts to cultivate inclusive educational environments that foster belonging and social cohesion in Malta’s changing demographic landscape.