/library/oar/handle/123456789/18581 2025-11-13T17:32:46Z /library/oar/handle/123456789/140320 Title: Investigating teachers’ changing perceptions towards MOOCs through the technology acceptance model Authors: Camilleri, Patrick; Watted, Abeer; Attard Tonna, Michelle Abstract: While MOOCs have gained prominence in higher education, their role in fostering pedagogical and technological readiness among teachers remains underexplored. This study addresses this gap by leveraging the Technology Acceptance Model to investigate how MOOCs influence teachers’ digitally inclined attitudes and therefore professional growth. By employing a mixed-methods approach, the research explores how perceived usefulness and perceived ease of use influence participants’ behavioural intentions, the emergence and use of MOOCs in teacher education and learning practices from MOOCs. A total of (n = 144) primarily teachers, in their pre-service and in-service stage, completed the “Teaching Thinking” MOOC. Data collection involved pre- and post-course surveys, as well as open-ended questionnaires for a subset of participants. Quantitative findings revealed initial ambivalence toward MOOCs, with moderate Perceived Usefulness and Perceived Ease of Use scores, tempered by concerns over time management and platform usability. Post-course analysis showed significant improvements in participants’ perceptions, highlighting increased acceptance and acknowledgment of MOOCs’ flexibility and access to diverse resources. Qualitative insights underscored key factors driving these shifts, including instructor support, peer interactions, and self-directed learning environment. Results suggest that MOOCs foster critical skills such as time management, problem-solving, and professional engagement while contributing to participants’ self-efficacy and readiness to integrate technology into teaching practices. Challenges identified include technical barriers, lack of personalised feedback, and initial reluctance to adopt online learning. This study underscores MOOCs’ transformative potential in teacher education, emphasising the importance of tailored course design, supportive learning environments, and strategic policy initiatives to enhance engagement and outcomes. 2025-01-01T00:00:00Z /library/oar/handle/123456789/139198 Title: AI and Malta’s future Abstract: Over time, the language underlying the epochs of innovation has consistently been shaped by technological advances. There were steam and factories in the first, electricity and mass production in the second and computers and automation in the third. Today, we are living the Fourth Industrial Revolution defined by big data, robotics and autonomous and intelligent machines like artificial intelligence (AI), capable of decision-making qualities. Alongside this, a leadership model known as Leadership 4.0 has emerged to support and delegate organisations on how to thrive within this technology mediated disruption, adapt quickly and harness digital tools for growth. [excerpt] 2025-09-01T00:00:00Z /library/oar/handle/123456789/139179 Title: The knowledge commons in the age of AI : opportunities and risks for urban smart learning Authors: Lister, Pen Abstract: This paper reflects on the state of the knowledge commons in the age of artificial intelligence (AI), broadly revisiting areas discussed in prior work by the author concerning human and non-human interactions with place-based knowledge in contexts of informal urban smart learning. The knowledge commons is loosely regarded as all the open, free-access knowledge content available to anyone via the Internet, both amateur and expert knowledge. Smarter urban citizen learning is framed here in terms of accessing knowledge information efficiently at point of need in an urbanised built environment, where knowledge might be readily provided through suitable technical infra- structures. Knowledge mapping, seeking and interactions, push/pull knowledge delivery, recommender system criteria, significance of serendipity, personalised knowledge management and other related issues are considered in the context of artificial intelligence technology capabilities and potential risks. Technical infrastructure is conceptualised as a reasonable interpretive imaginary of what smart ad-hoc urban learning could become, in a civically owned, interoperable, app agnostic platform designed for any kind of citizen learning and collaboration (for example described in). The position of the paper seeks a balanced criticality for perspectives on both AI data analysis and generative AI content, additionally acknowledging that AI technologies as they relate to the knowledge commons for urban smart learning could potentially act in a context of custodianship for governance of the digital knowledge commons as a public good. 2025-01-01T00:00:00Z /library/oar/handle/123456789/138632 Title: Head of school engagement in teacher induction and mentoring in Malta Authors: Kutsyuruba, Benjamin; Bezzina, Christopher Abstract: Research has shown that school leaders’ engagement in teacher induction is vital for establishing supportive school structures and conditions that are conducive to successful socialization and long-term sustenance of newly qualified teachers (NQTs). In Malta, the problem of teacher recruitment and a growing attrition rate is becoming very acute. This article describes findings from an exploratory qualitative study that examined the perceptions of five heads of schools regarding their engagement in the induction and mentoring programs that have been designed to support NQTs in Malta. The findings describe the ways through which the heads of school support NQTs and their advice for new heads of schools working with NQTs. The article offers a discussion of research results in relation to the extant literature and concludes with implications for practice and further research. 2024-01-01T00:00:00Z