/library/oar/handle/123456789/18583 Tue, 23 Dec 2025 07:50:57 GMT 2025-12-23T07:50:57Z /library/oar/handle/123456789/142205 Title: Between ambition and implementation : a comparative study of Malta’s ICT C3 curriculum in the context of small-state digital education Authors: Vassallo, Diane; Govus, Gabriella; Busuttil, Leonard Abstract: Aim/Purpose: To identify where Malta’s ICT C3 curriculum aligns with and diverges from leading international ICT education models, and what this reveals about how small states can balance curricular innovation with structural coherence and international recognition.; Background: As digital competence becomes central to 21st-century education, small states face particular challenges in developing ICT education curricula that balance lo-cal innovation with international portability. Malta’s transition from the Euro-pean Computer Driving License (ECDL) to the ICT C3 curriculum represents an ambitious policy reform; however, recent empirical research has identified tensions between the progressive curriculum content and the structural implementation capacity.; Methodology: Using Goodlad’s curriculum theory and Phillips and Ochs’ policy borrowing framework, this study conducts a systematic document analysis of eight national ICT curricula. Thematic coding across seven digital competence domains enables cross-policy comparison, with findings contextualised against empirical evidence from Malta’s implementation experience.; Contribution: This paper contributes to comparative curriculum literature by developing an analytical framework for evaluating digital education policies across contexts and identifying the specific structural challenges small states face when adapting global ICT education trends while maintaining local relevance. Overall, the study reveals that while Malta’s ICT C3 curriculum is content-innovative, sustained structural alignment and implementation capacity remain critical for small states seeking to translate policy ambition into educational impact.; Findings: While Malta’s curriculum aligns well with international trends in content innovation, particularly in emerging technologies such as AI and blockchain, a comparative analysis reveals weaknesses in progression tracking, credentialing path-ways, and international qualification alignment that distinguish it from more established systems. These policy-level gaps correlate with implementation challenges identified in recent empirical research.; Recommendations for Practitioners: Small states should prioritise strengthening structural supports, including evolving moderation systems, clearer progression frameworks, and international alignment mechanisms, alongside innovative content. A dual-pathway approach is recommended, retaining curricular breadth in lower years while strengthening nationally certified pathways in the upper secondary years through more consistent external moderation and clearer alignment with international benchmarks.; Recommendations for Researchers: The analytical framework developed here should be tested across additional small-state contexts and extended to include systematic implementation and outcome studies. Future research should examine the relationship between pol-icy design features and actual learning outcomes.; Impact on Society: Understanding how small states can effectively adapt global educational trends while maintaining structural coherence is crucial for educational equity and national development in an increasingly connected world. This study identifies policy-level factors that may determine whether ambitious curriculum reforms translate into meaningful student outcomes.; Future Research: Applying this comparative framework to implementation studies, investigating student progression trajectories under different policy models, and exploring hybrid certification approaches that balance national innovation with international portability. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/142205 2025-01-01T00:00:00Z /library/oar/handle/123456789/141800 Title: Collaboration between the National Council of Women and the Department of Technology and Entrepreneurship Education : a digital entrepreneurship course Abstract: Drs Emanuel Mizzi and Diane Vassallo are collaborating with the National Council of Women to deliver the free 40-hour online course “Think, Learn & Succeed: A Short Digital Entrepreneurship Course”. Funded by the International Council of Women, the evening programme equips women with practical skills in business planning, digital content creation, ICT security, e-commerce, and digital marketing. Participants share entrepreneurial experiences, fostering reflective learning and sustainable entrepreneurial thinking. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/141800 2025-01-01T00:00:00Z /library/oar/handle/123456789/141797 Title: Responding to learners' diversity at an informal learning environment : differentiated instruction at the Society of Christian Doctrine in Malta Authors: Mizzi, Emanuel Abstract: Differentiated instruction for diverse learners has been generally applied to compulsory education. However, the challenge of learner diversity is faced by other educational institutions. In Malta, most children attend evening classes twice a week in Christian formation at the centres of the Society of Christian Doctrine. The aim of this study was to explore how catechists at these centres tried to facilitate the learning and participation of all. A qualitative research approach was adopted within the context of an interpretivist framework. Six catechists and eighteen children from classes in six different centres responded to semi-structured interviews, following observations of each catechist in three lessons. Data analysis yielded seven key themes. One of these themes was the planning and organising of differentiated instruction. These catechists were willing to experiment and innovate in an attempt to include all the children under their care in the learning process. As such they prepared interesting lessons, and, within a supportive learning environment, organised the differentiation of content, process and learning product. This research extends the knowledge on differentiated instruction to the informal, non-school, voluntary context. Nourishing insights are provided through reflection on the inclusive policies and practices existing in this sector. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/141797 2025-01-01T00:00:00Z /library/oar/handle/123456789/141781 Title: Unveiling customer expectations of chatbot interactions : a systematic literature review and research agenda Authors: Castillo, Daniela; Farrugia, Lawrence Abstract: Chatbots have become pivotal in communications between the customer and the organization, offering continuous support by promptly addressing queries. However, despite their prevalence, many customers report unsatisfactory experiences. This study addresses this issue by conducting a systematic literature review that aims to identify and analyze customer expectations of chatbot interactions. Incorporating insights from 91 studies, our review reveals that the literature predominantly focuses on customer perceptions, or post-experience evaluations, rather than pre-interaction expectations. Leveraging existing categorizations, we present a conceptual framework that identifies two overarching dimensions of pre-interaction expectations: functional and experiential. We explore factors shaping these expectations, highlighting personal and situational influences. Our analysis highlights the complex ways in which different expectations combine to shape how customers interact with chatbots. Drawing on these insights, we propose a research agenda that outlines key gaps and future directions to advance understanding of customer expectations in AI-mediated service contexts. Wed, 01 Jan 2025 00:00:00 GMT /library/oar/handle/123456789/141781 2025-01-01T00:00:00Z