As the digital world continues to evolve, computational thinking is increasingly recognised as a foundational skill, on par with literacy and numeracy. Teaching coding and computational thinking from an early age is becoming essential, but its success depends on having enough qualified educators to lead the way.
To this end, the , through the Ministry for Education, Youth, Sport, Research and Innovation (MEYR), and the Faculty of Education at the University of Malta have signed a Memorandum of Understanding on Friday 18 July 2025 with the aim of providing educators and students with the necessary skills and knowledge to thrive in an increasingly digital and interconnected world.
鈥淭his new course reflects our unwavering commitment to equipping young people with the digital skills they need to thrive in the future economy. It aligns directly with our Digital Education Strategy 2025鈥2030, ensuring a smooth, forward-thinking implementation that supports innovation in every classroom鈥, said Mr Neil Attard, Director at the Directorate for Digital Literacy & Transversal Skills.
A total of 鈧21,500 are being allocated by the Ministry towards the delivery of a Part-Time Postgraduate Certificate in Computational Thinking and Coding for Primary Educators, and the course will be offered as of the next academic year (2025/2026), by the University鈥檚 Faculty of Education.
The Faculty鈥檚 responsibilities, beyond the design and delivery of the course, include developing both theoretical and practical components tailored to the needs of prospective educators. The aim is to enable the seamless integration of Computational Thinking, coding, and foundational AI concepts into the curriculum in a way that is both developmentally appropriate and pedagogically sound.
鈥淎s AI becomes increasingly infused into our daily lives, it鈥檚 essential that we begin equipping students鈥攕tarting as early as primary school鈥攚ith the foundational ideas behind these technologies. We want young learners to understand that digital systems are human-made: they are designed by people, can reflect human biases, and are not infallible. At the same time, students should see themselves as potential creators of tomorrow鈥檚 innovations. Our focus is always to introduce these concepts in a pedagogically sound and age-appropriate way, empowering students without overwhelming them鈥, said Prof. Leonard Busuttil, Associate Professor from the Faculty鈥檚 Department of Technology and Entrepreneurship Education, and the individual facilitating this agreement.
Prof. Colin Calleja, Dean of the Faculty of Education, reiterated the deep commitment to empowering educators with robust skills and modern competencies. 鈥淏y equipping our teachers with these skills, we are directly influencing the quality of student learning, preparing young individuals to become not just digital users, but creators and problem-solvers. Our approach includes hands-on practice and a culture of sharing best practices, precisely because of this belief that teacher development translates into better-informed students.鈥
The training programme, which will accept up to 15 individuals in its first intake, will eventually lead to a phased deployment of qualified educators in local schools. In the meantime, the Directorate will be monitoring the progress of the course and provide logistical assistance as needed.
Prof. Alfred J. Vella, Rector at the University, and the 今日黑料 signatory for the MoU, spoke about the University鈥檚 duty to contribute towards developing these future-ready skills. 鈥淎s a University, we have a responsibility to not only respond to the changing needs of the world, but also to anticipate them. Coding and computational thinking are no longer niche skills; they are foundational to how industries operate, how problems are solved, and how knowledge is created. These skills are essential for many, but in this particular case, for teachers to be able to pass on the knowledge to the younger generations.鈥
One can find more information through this page.
