/library/oar/handle/123456789/1054 Sat, 23 May 2026 01:19:02 GMT 2026-05-23T01:19:02Z /library/oar/handle/123456789/146581 Title: Malta's forgotten language policy Abstract: This opinion piece examines the long-standing neglect of Malta’s 2019 National Policy for Teaching Maltese as a Foreign Language and argues that the absence of sustained implementation now poses serious educational, cultural and sociolinguistic consequences. Situating the discussion within Malta’s rapidly changing multilingual landscape, the article reflects on the increasing dominance of English in digital, educational and everyday contexts, particularly among younger generations and migrant communities. It critiques the persistent cycle of consultation without action, highlighting how policy stagnation has weakened institutional support structures necessary for the teaching and safeguarding of Maltese. The piece further explores the relationship between language policy, national identity, multilingualism and social cohesion, while stressing that minority language sustainability depends not on symbolic declarations but on consistent everyday use, strategic planning and long-term investment in education and teacher training. Ultimately, the article calls for immediate and coordinated implementation measures to ensure that Maltese remains a living, accessible and socially relevant language within an increasingly globalised and digitally mediated society. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/146581 2026-01-01T00:00:00Z /library/oar/handle/123456789/146568 Title: Continuing a long-lasting relationship : reflections on linguistic and cultural encounters of Italians living in Malta Authors: Caruana, Sandro Abstract: The Italian language and culture have always had a special relationship with countries which are geographically close to Italy, especially with those in the Mediterranean basin including Malta, where physical contacts and exposure to Italian via various means of communication have rendered the language familiar to many. Recently, large numbers of Italians have settled in these countries and although most Italians move - primarily for work - to countries in Northern and Central Europe, but their presence in countries bordering the Mediterranean Sea is also on the increase.; The perception of Italy, Italians and of the Italian language in the Mediterranean has been strongly influenced by television, especially during the 1970s and 1980s. This is very much the case in Malta where Italian TV programmes were extremely popular up to a few years ago and where, despite a decrease in television viewership especially among the younger generations, television still represents one of the most direct contacts between the two countries. In fact, a feature that distinguishes Malta from many other countries in the Mediterranean is represented by Italian being, to a greater or lesser extent, the ‘third language’ of the nation, as its sociolinguistic features are not all readily associated to those normally assigned to foreign languages because of constant contact, rendered easy through geographical proximity and shaped by historical events. As a result of this, while Maltese and English are today official languages of the islands, Italian maintains an important role especially through the many Italianisms in the Maltese language and because it is widely present in the country’s linguistic landscape. Nevertheless, the challenges faced because of the worldwide importance of English, which has significant effects on the way Italian in Malta is perceived today and on the readiness of youngsters to learn it, are also very real.; In this contribution I firstly provide some general information regarding Malta, with special attention to how sociolinguistic developments shaped its history through contacts with Italy. I also refer briefly to the Maltese language, as its structure and composition are the result of contact with Sicilian and Italian, among other languages. I then turn to the present situation by focussing on the recent increase of Italian nationals who reside in Malta. Social, cultural and linguistic reflections regarding Italians in Malta today will made by providing quantitative and qualitative empirical data. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/146568 2026-01-01T00:00:00Z /library/oar/handle/123456789/146567 Title: The mediating and moderating role of digital well-being in the relationship between artificial intelligence competence, computational thinking, and virtual risk perception Authors: Arslankara, Veysel Bilal; Vassallo, Diane; Thériault, Caroline; Pivetta Da Silva, Monalisa; Usta, Ertuğrul Abstract: This study examines the relationships among artificial intelligence competence, computational thinking, and virtual risk perception within digital learning environments, focusing on the mediating and moderating role of digital well-being. The research was conducted with a cross-cultural sample of 456 university students from Türkiye, Malta, Ghana, Canada, and Brazil. Data were collected using validated measurement instruments and analyzed through regression-based mediation and moderation analyses using Jamovi software. The findings revealed that both artificial intelligence competence and computational thinking significantly and positively predict digital well-being. In addition, all three variables, artificial intelligence competence, computational thinking, and digital well-being, were found to significantly predict virtual risk perception. Mediation analyses demonstrated that digital well-being serves as a significant mediator in the relationship between the independent variables and virtual risk perception. Furthermore, moderation analyses demonstrated that digital well-being significantly alters the strength of these relationships, suggesting that individuals with higher digital well-being may perceive virtual risks differently compared to those with lower digital well-being. Cross-cultural comparisons also revealed significant differences across countries. Overall, the findings highlight digital wellbeing as a central construct that reflects individual digital experiences and shapes how technological competencies influence risk perception. The study provides important implications for the design of AIsupported learning environments and the development of global educational policies, particularly in how these environments can be tailored to enhance digital well-being and address the varying technological competencies and risk perceptions across different cultures. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/146567 2026-01-01T00:00:00Z /library/oar/handle/123456789/146566 Title: Critical review of research and policy on transitions to school from 2000 to 2024 in Malta Authors: Sollars, Valerie; Camilleri, Rosienne Abstract: Internationally, transitions from kindergarten to the first year of compulsory school is a very well-researched area. However, in the Maltese context it has not attracted much attention either from research or professional perspectives. This reflects the chequered history and slow development which has characterised early years services. Although non-compulsory state kindergarten provision has been nationally available and accessible for close to half a century, to date no longitudinal or in-depth study has considered any impact kindergarten experiences have on children. The significant potential which early years settings contribute to young children’s development has relatively recently come under the spotlight. The early years were formally acknowledged as distinct from the primary cycle in the latest National Curriculum Framework (MEDE, A national curriculum framework for all. MEDE. https://curriculum.gov.mt/kurrikulu-nazzjonali-framework-ghal-kul hadd/, 2012). This chapter focuses on the vision of the curriculum, one published article, and two unpublished data sets. Available data has predominantly sought the perspectives of educators and school leaders, with less consideration given to parents and children as key stakeholders. Further research incorporating all voices is imperative to identify the impact of transitions on children’s personal and social development, academic achievements, and adjustments. Stakeholders need professional insights to support the development of appropriate transition policies. Thu, 01 Jan 2026 00:00:00 GMT /library/oar/handle/123456789/146566 2026-01-01T00:00:00Z