/library/oar/handle/123456789/1054 2026-06-10T15:54:22Z 2026-06-10T15:54:22Z /library/oar/handle/123456789/147213 2026-06-08T13:48:37Z 2026-01-01T00:00:00Z

Title: Learning from each other – the SIEC-ISBE research symposium : differentiated instruction in the accounting classroom Abstract: An engaging and insightful session was organised by the International President, which brought together members of the local and international business education community to share research and best practices in the field.; The highlight of the session was the contribution of Ms Elaine Cassar, a second-year Business Education student following the Master's in Teaching and Learning course, who enthusiastically presented her ongoing research. [excerpt]

2026-01-01T00:00:00Z /library/oar/handle/123456789/147212 2026-06-08T13:43:58Z 2026-01-01T00:00:00Z

Title: International president´s message : learning and connecting together : online learning, the Amsterdam 2026 conference and new opportunities Abstract: Welcome to this edition of our newsletter. As an international community of business educators, we grow through shared learning, professional dialogue and collaboration. I would like to warmly invite you to continue learning together through our online sessions. These sessions provide valuable opportunities to exchange ideas, reflect on practice and remain connected across countries and contexts. [excerpt]

2026-01-01T00:00:00Z Bonello, Charmaine Muscat, Tania Camilleri, Rosienne Deguara, Josephine Milton, Josephine Camenzuli, Rebecca Vella, Michela /library/oar/handle/123456789/147143 2026-06-05T12:36:31Z 2026-01-01T00:00:00Z

Title: Comparative analysis of language policies in Malta and the European schools language policy Authors: Bonello, Charmaine; Muscat, Tania; Camilleri, Rosienne; Deguara, Josephine; Milton, Josephine; Camenzuli, Rebecca; Vella, Michela Abstract: This study investigates how national language policies and the European Schools Language Policy support the inclusion of multiple languages in early and primary education in Malta. It focuses on Maltese policy documents such as the Language Policy for the Early Years, the Junior Years Policy, and the National Literacy Strategy and compares them with the European Schools Language Policy. Using a comparative content analysis framework, the research evaluates how these policies conceptualise multilingualism, support linguistic diversity, and accommodate students’ full language repertoires. Findings reveal that while Maltese policies promote bilingualism in Maltese and English, they often adopt a monoglossic orientation that marginalises students’ first language/s (L1). In contrast, the European Schools Language Policy operationalises plurilingualism through L1 maintenance, additional language pathways, and Content and Language Integrated Learning (CLIL), positioning linguistic diversity as both a right and a pedagogical resource. The analysis highlights clear divergences in policy measurability, implementation mechanisms, and children’s participation, alongside the persistence of a colonial legacy, specifically the historical British influence on English dominance in education. The study concludes that Malta’s education system would benefit from moving beyond declarative bilingualism towards an inclusive, rights-based plurilingual policy framework aligned with EU and UNESCO multilingual agendas, embedding structured pathways for L1 maintenance, teacher education, and learner voice.

2026-01-01T00:00:00Z /library/oar/handle/123456789/147121 2026-06-04T13:41:18Z 2026-01-01T00:00:00Z

Title: Participant perceptions of a compulsory learning support educator course : influence of educational and cultural backgrounds Abstract: This study examines participants’ perceptions of a compulsory 10-week Learning Support Educator (LSE) course (Award in Inclusive Education), with particular emphasis on the influence of educational and cultural backgrounds on engagement, learning experiences, and the course perceived. The research aims to explore how adult learners experience compulsory professional training and to identify factors shaping their level of satisfaction. The study is guided by three research questions: (1) How do participants of the 10-week course perceive their learning experience, including their expectations and overall satisfaction? (2) To what extent do participants’ cultural and educational backgrounds (such as nationality and level of education) shape their perceptions of the course? and (3) Based on their perceptions, what elements of the course do participants suggest keeping or modifying? A qualitative research design was adopted, using short semi-structured interviews with nine course participants. Data were analysed thematically to identify recurring codes and thematic patterns. Findings indicate varied satisfaction levels, with most participants reporting moderate satisfaction influenced by course modality, tutor personality, peer interaction, and an imbalance between theory and practice. Educational and cultural backgrounds shaped expectations to a lesser extent than anticipated, as participants demonstrated strong motivation, diverse qualifications, and substantial informal learning through parenting or prior work. The study highlights a mismatch between rigorous course structure and learner diversity, the need for more practical and situated learning, the undervaluation of informal learning, and ongoing organisational challenges. These findings suggest the importance of inclusive, practice-oriented, and flexible course design in compulsory LSE training as an example of adult education setting. Description: B.A. (Hons)(Melit.)

2026-01-01T00:00:00Z