European, Global and Intercultural Dimension in Curriculum Development

The National Curriculum Framework

Malta’s National Curriculum Framework (NCF) elaborates extensively on the European, global and intercultural dimensions within the educational system. Through different learning areas and cross-curricular themes, the NCF allows for learning experiences to develop the important dispositions of active thinkers and learners, namely: cooperation, concentration, courage, curiosity, direction, empathy, flexibility, good judgement, humility, imagination, independence, perseverance, an open mind, precision, reflectiveness, responsibility, risk-taking and self-discipline. European, global and intercultural dimensions are recognised in the following learning areas and cross-curricular themes.

Learning Areas

• Languages   

Communication in languages involves understanding, expressing, and interpreting ideas both verbally and in writing. The teaching and learning of foreign languages include a component of the culture of the respective country. Through such components, students appreciate and understand more the language as well as the culture, way of life and context within which it is spoken. 

The Curriculum Management Department within the Directorate for Quality and Standards in Education has initiated the Foreign Language Awareness Programme (FLAP) for primary school students in Years 3 to 6. Designed to cultivate an appreciation for foreign languages and cultures, FLAP aims to foster a positive attitude towards mobility and new experiences among students aged 7 to 11 years. Implemented by a team of teachers specialising in Italian, French, and German, the programme integrates language awareness activities into playful learning experiences.

• Religious and Ethics Education

Religious education in Maltese schools, predominantly Catholic Religious Education (CRE), aims to foster holistic development, moral growth, and appreciation for the world. It instils values like justice, responsibility, and respect, promoting engagement in moral issues. Overseen by the Maltese Episcopal Conference, CRE explores faith, ethics, personal identity, and societal cohesion within a pluralistic context, aligning with European trends. While rooted in Catholic tradition, it encourages understanding of other faiths, contributing to civic development. Parents may opt for Ethical Education as a non-religious alternative, reflecting global perspectives and ensuring freedom of conscience. This approach complements religious studies, promoting moral exploration and cultural inclusivity in education. 

• Humanities

Through History and Geography learning, students develop concepts of chronology, empathy, cause and effect, and change and continuity. Active learning aids in understanding relationships between people, cultures, contexts, and land use. Exploring past and present enhances skills in observation, recording, and data analysis. Students gain awareness of similarities and differences between past and present, knowledge of diverse cultures, and respect for diversity. 

• Global Citizenship

Global Citizenship, originally Education for Democracy in the NCF, highlights the importance of linking educational principles to the broader context of global responsibility and interconnectedness. This framework covers Social Studies, Environmental Studies, Personal and Social Development, and Home Economics. It equips learners with skills to exercise rights, fulfil responsibilities, handle conflicts, make informed decisions, and act for social justice and sustainability. It fosters citizenship, environmental responsibility, and positive attitudes towards human rights, and encourages participation in democratic processes, enhancing quality of life and promoting a sense of belonging to local and global communities.

Cross-curricular themes

• Education for Sustainable Development

Education for Sustainable Development (ESD) equips learners with knowledge, skills, attitudes, and values to engage actively in local and global decision-making, benefiting present and future generations. ESD integrates aesthetic, environmental, economic, political, technological, cultural, and societal perspectives, fostering problem-solving and decision-making skills. It aims to reorient education towards sustainable development, emphasising respect for Earth's resources, global equity, and environmental stewardship.

• Education for Entrepreneurship, Creativity and Innovation

Entrepreneurship education equips young people with skills to navigate change and nurture creativity. Social attitudes, and business planning are integrated from primary to secondary education. Creativity and innovation foster economic growth and personal development within a supportive school environment. Developing communication, critical thinking, problem-solving, and embracing diversity further enhances creativity and innovation, promoting holistic growth.

• Education for Diversity

Education for Diversity ensures quality education that respects cultural identities and prepares learners for active societal participation. It fosters respect and understanding among diverse groups, promoting inclusivity and empowering cultural expression with confidence. This approach integrates diverse perspectives into decision-making, instruction, and learning resources, emphasising coexistence with diverse cultures and values. Cross-curricular themes enhance curriculum coherence and relevance, connecting learning areas for a comprehensive and stable educational experience across schools.

Subject teaching

The NCF instils values gradually throughout education, influencing subjects such as Social Studies, Religious Knowledge, History, Geography, and Personal and Social Development. Social Studies teaches students about international organizations such as the United Nations, Commonwealth, Council of Europe, and European Union, emphasizing their structure, goals, and relevance to civic life. Personal, Social, and Career Development focuses on democratic rights, responsibilities, and essential life skills for diverse societies, promoting citizenship and democracy.

At secondary school (ISCED level 3), European Studies offers students a deeper understanding of European cultures and their global significance, especially in the Euro-Mediterranean context. The curriculum addresses human rights, and citizenship, and fosters intercultural understanding and acceptance through skills, attitudes, and values integration.

Initial Teacher Training and Professional Development Programmes

The Institute for Education (IfE) is dedicated to promoting high-quality education for all educators and cultivating communities of learning excellence. It offers Initial Teacher Training and professional development programmes designed to incorporate, amongst others, principles of equity and social justice throughout all its programmes. 

The Directorate for Learning and Assessment Programmes also conducts voluntary training sessions for educators in Global Education. IfE provides free, non-accredited sessions for educators to enhance their knowledge and skills in areas of personal interest. These sessions are also available to those undergoing Initial Teacher Training. Some modules are delivered in collaboration with Kopin, a Maltese NGO. The following are some of the modules offered at the institute related to Global Education:

• The Influence of Narratives in the Multicultural Society

• Developing Intercultural Communication Capabilities

• Global Kids. Skills and Competencies needed to help our Kids to become Global Citizens

• Migration and Sustainable Development – Implication on Schools and Teachers

• Multiculturalism

The Malta College of Arts, Science and Technology (MCAST) offers a number of Master in Vocational Education courses with various specialisations tailored to the needs of Vocational Education and Training (VET) professionals. This programme includes targeted compulsory modules designed to deepen understanding and application in critical areas of VET.

• Embracing Cultural and Ethnic Diversity in VET (MQF Level 5). This 75-hour module explores how to integrate multicultural strengths into teaching practices. It focuses on developing cultural self-efficacy and effective intercultural communication skills. It also addresses macro-level factors such as government policies on migrant integration and economic challenges, preparing educators to foster inclusive and culturally sensitive learning environments.

• Globalisation and Poverty (MQF Level 5).  A 150-hour module which examines the effects of globalisation and poverty on community dynamics and asylum seekers. Students will use theoretical frameworks to analyse media portrayals, public reactions, and social policies, with a strong emphasis on practical application in vocational settings, ideally suited for those with recent Community Services experience.

• European Law and Social Policy (MQF Level 6). This 150-hour module delves into the impact of European law and social policy on cultural diversity in VET. It emphasises integrating multicultural strengths and developing intercultural skills while considering macro-level factors such as migration policies and economic issues, equipping educators to create inclusive learning environments.

Projects and initiatives

This section will present projects and initiatives that aim to incorporate European, global, and intercultural dimensions outside the curriculum framework, focusing on learning mobility, partnerships, and intercultural knowledge.

The Student Council Democracy Awards, is a programme offered by Aġenzija Żgħażagħ, open to all secondary schools and post-secondary institutions. This initiative encourages participating student councils to compete for Gold, Silver, and Bronze Awards by executing their Action Plans throughout the academic year. Rooted in the principles of democracy, active citizenship, participation, dialogue, leadership, and equality, the programme also provides financial incentives of €150 and €300 to secondary and post-secondary schools’ student Councils, respectively. 

Supported by a comprehensive toolkit and available youth workers, the programme assists student councils and school coordinators navigate the process effectively. In 2024, 37 student councils actively participated in the programme, with both students and teachers receiving training to facilitate the successful running of the student councils.

Live the Language Scholarship Scheme

The Ministry for Education, Sport, Youth, Research, and Innovation (MEYR) initiated this program to give young people (ages 14 to 30) the chance to take language courses of at least 15 hours in a country where the language is spoken natively. Participants can choose any language taught in compulsory education. Each grant can be up to €850 and is paid based on receipts for tuition fees, accommodation, and flights. The scheme opens annually and is funded until resources are exhausted. 118 beneficiaries have travelled across Europe and South America, gaining invaluable cultural and language experiences.

The Language to Go! summer language courses, organized by the Migrant Learners’ Unit within the Ministry for Education, Sport, Youth, Research and Innovation (MEYR), aim to support newcomer learners in Maltese and/or English. These courses consist of 8 sessions, each lasting one and a half hours, held twice or three times weekly for three or four consecutive weeks. Upon completion, learners receive a certificate of participation. The courses are free of charge, and participants can register for one language or both. Initially offered in physical centres, the courses have been available online since 2020. In 2024, the programme served 720 participants. 

The initiative, which was part of the 'Language Learning and Parental Support for Integration PLUS' project (LLAPSI+), co-financed by the European Union through the Asylum Migration and Integration Fund (2014-2020), has continued through National Funding following the end of the LLAPSI+ project. 

Nature Trust – Foundation for Environmental Education (FEE) Malta has been a leading advocate for education for sustainable development (ESD) in Malta, serving as a reference point for ESD implementation. The EkoSkola programme, which promotes ESD in formal education, is still actively running and has made significant strides since its launch in the 2002-2003 scholastic year. The programme supports a growing number of participating schools, with 117 schools (70 State schools, 36 Church schools and 11 Independent schools) involved during the last academic year (2023-2024) and 81 of these schools have earned the prestigious Green Flag certification. This engagement encompasses 84% of the total student population, from kindergarten through post-secondary education.

EkoSkola fosters personal and institutional behaviour change towards sustainability and empowers youth to voice their concerns on sustainability issues in both local and international forums. It also offers valuable networking opportunities, connecting schools, teachers, and students with Eco-Schools globally. This international network facilitates joint online projects, teacher training, and student exchanges. The programme is enhanced by six full-time teachers trained in ESD, who provide school-based support. EkoSkola organizes an annual Young People’s Summit and Parliament session for students to present their ideas to Members of Parliament and promotes sustainable lifestyles through community actions and audits. Additionally, it introduces schools to international FEE initiatives like Young Reporters for the Environment (YRE) and Learning about Ecosystems and Forests (LEAF).

Partnerships and Networks

Global Education Network Europe (GENE)

Since 2017, Malta has been an active member of GENE, a European network comprising Ministries and Agencies tasked with national responsibilities for policymaking, funding, and support in the area of Global Education (GE).  Through this project, the Directorate for Early Years, Language and Humanities (DELH) collaborates closely with researchers from the University of Malta and other local stakeholders involved in GE, including NGOs. 

The primary aim is to understand educators' perspectives, identify training opportunities, and adopt a holistic approach within schools and institutions to address global themes. In alignment with the National Curriculum Framework, GE encompasses social, economic, and environmental dimensions. The framework supports a cross-curricular integration of Education for Sustainable Development (ESD) and GE, inspired by the UN's 17 Sustainable Development Goals. Schools are encouraged to systematically embed these themes across all formal curriculum areas and educational cycles. 

GENE has directly funded 24 schools for projects linked to GE. Additionally, all schools receive curricular support through professional development sessions and administrative guidance, ensuring that school policies reflect GE values and principles. In-class support is also provided to help educators align formal education with global citizenship education. Furthermore, GENE's financial backing has supported the establishment of two Global Citizenship Education Centres in local schools, which enhance 21st-century learning methodologies related to local, European, and global realities.

DELH promotes active learning strategies, urging educators to design inclusive learning experiences that foster gender equality, reduced inequalities, peace and social justice. By participating in the GENE programme, the Ministry for Education, Youth, and Research (MEYR) continues to deepen this collaboration, benefiting from networking, capacity building, research, funding and policy support – ensuring Malta’s commitment to making GE a national priority.

Reading Recovery Europe Network

The Reading Recovery Europe Network is supported by the National Literacy Agency (NLA) within the Ministry for Education, Sport, Youth, Research, and Innovation (MEYR). Each year, the network organises a Teacher Leader Professional Development Meeting (TLPDM), which brings together Teacher Leaders (TLs) from across Europe, including those from Malta, for professional development and accreditation.

Maltese Teacher Leaders have actively participated in the TLPDM, with seven TLs attending in 2022, 2023, and 2024. The latest meeting, held in March 2024, focused on enhancing writing outcomes, particularly through discussions on teacher decision-making in writing instruction and assessment, with an emphasis on managing complexity in writing.

To further advance the programme, the NLA has recently opened an expression of interest for prospective Teacher Leaders to begin training in Reading Recovery, including instruction in Maltese. This initiative demonstrates the ongoing adaptation of the Reading Recovery programme to local educational needs while remaining connected to the wider European network.