Between ambition and implementation : a comparative study of Malta’s ICT C3 curriculum in the context of small-state digital education

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.