Dr Amanda Bezzina

Dr. Amanda Bezzina is a Lecturer at the Institute for Education. She is a Teaching Practice tutor, dissertation examiner, and a supervisor. For the past years, she was the Head of the Department in Personal, Social, and Career Development within the Ministry for Education and Employment. For several years, she was a PSCD teacher, a mentor, and a guidance teacher. She is also a Visiting Assistant Lecturer at the University of Malta. She is also a member of the Board of Governors at the Malta College of Arts, Science and Technology. For ten years, she was the President of the Malta PSD Teachers’ Association. Her areas of specialisation and research interests are: holistic education, youth and community development, effective teaching strategies, facilitation and teaching skills.

Areas of expertiseEducational Leadership, Holistic education, PSCD, Theories of Education, Emotional Literacy, Personal and Social Skills, Youthwork
SupervisingBachelor-level and Master level
Co-supervisingBachelor-level and Master level
AssessingBachelor-level and Master level
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PublicationsCamilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). The promotion of emotional literacy through PSD: The Maltese experience. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 30(1), 19-37. doi: 10.1080/02643944.2011.651223.  
 Bezzina A., Falzon, R., & Muscat, M.  (2015). Emotional Intelligence and the Maltese Personal and Social Development Model (Chapter 10 pp. 151-171). In Zysberg, L., & Raz, S. (Eds.). Emotional intelligence Current evidence from Psychopathological  Educational and Organisational Perspectives. New York NY: Nova Science Publishers, Inc  
 Bezzina, A. (2018). Personal and social development within a European neo-liberal Maltese Education System. In Attard Tonna, M. & Madalinska-Michelak, J. (Eds.). Teacher education policy and practice – International perspectives and inspirations (pp.288-314). Warsaw: Foundation for the Development of the Education System. 
 Bezzina, A. (2018). Personal and Social Development at the University of Malta. Mauritius: LAP Lambert Acadamic Publishing. 
 Bezzina, A., & Camilleri, S. (2021). ‘Happy Children’s project that has the aim of developing emotional literacy and conflict resolution skills. A Maltese Case Study. Pastoral care in education, 39(1), 48-66. Friendship Cards.  
 Camilleri,S & Bezzina, A. (2021). Learning in a Circle – Apparent Simplicity. Pastoral Care in Education, DOI: 10.1080/02643944.2021.1938645.  
 Cachia Schembri, J. & Bezzina, A. (2021). A phenomenological analysis of the factors influencing the motivational climate experienced by a group of female educational leaders. Malta Journal of Education, 2 (2), 53-80.  
 Bezzina, A. (2022). “I feel what you are feeling”: Neural Processes for Empathy and its Impact on Academic and Holistic Achievement”. Malta Journal of Education, 3(1): 5-14.  
 Bezzina, A., & Falzon, R. (2022). “Teachers Teach Me, You Help Me Grow!”: Maltese PSD Methodology toward Emotional Literacy and Wellbeing. In Perspectives on Wellbeing: Applications from the Field (pp. 32-48). Brill.  
 Camilleri, A. & Bezzina, A. (2022). Adopting the circle pedagogy – relatedness, autonomy and competence, Pastoral Care in Education, 1-24. doi 10.1080/02643944.2022.2148173. 
 Spiteri, S., & Bezzina, A. (2023). Senior Leadership Team Communication and Educators’ Stress: Implications for Policymakers. 𝑀𝑎𝑙𝑡𝑎 𝐽𝑜𝑢𝑟𝑛𝑎𝑙 𝑜𝑓 𝐸𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛, 2023, 4(2): 186-208.   
 Ellul, M., & Bezzina, A. (2023). The Effectiveness of Analogy Learning as a Learning Practice Condition in Primary Physical Education. 𝑀𝑎𝑙𝑡𝑎 𝐽𝑜𝑢𝑟𝑛𝑎𝑙 𝑜𝑓 𝐸𝑑𝑢𝑐𝑎𝑡𝑖𝑜𝑛 2023, 4 (2): 47-66.  
 Bezzina, A. & Camilleri, S. (2024). “I feel the cards are mutually beneficial”- understanding the parent’s view on the use of the friendship cards for emotional literacy and conflict management. Pastoral Care in Education. 1-23. DOI: 10.1080/02643944.2024.2304330


Dr Panzavecchia, Michelle

Dr. Michelle Panzavecchia is a full-time Lecturer at the Institute for Education.  She is Chairperson of the Research Ethics Committee for BEDU Primary.  She has previously worked as an Assistant Head of School and as an Educator in the early and junior years.  She is also a Visiting Lecturer at The University of Malta.  Michelle holds a PhD in the field of Bilingualism, Multilingualism, and English Language Teaching from the University of Sheffield, UK.   She also holds an M.Sc. in Language and Communication Impairment in Children from the University of Sheffield, UK, and a B.Ed. (Hons.) from the University of Malta.   Her research domains include: Bilingual and Multilingual Education, Language Identity and Education, Fluid and Cross-linguistic Practices, English Language Teaching, Culturally and Linguistically Responsive Teaching, Early Childhood and Primary Education, Language and Communication Impairment in Children, Peer Tutoring, Academic Writing, and Qualitative Research Methods

Areas of expertiseBilingual and Multilingual Education, Bilingual and Multilingual Teaching Practices, Translanguaging, Codeswitching, Professional Development, Initial Teacher Education, English Language Teaching, Culturally and Linguistically Responsive Teaching, Primary Education, Language and Communication Impairment, Peer Tutoring
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PublicationsPanzavecchia, M. (2018, February 13). Giving back their childhood. Times of Malta.
 Panzavecchia, M. (2018, March 23). It’s all Maltese to me! Times of Malta.
 Milton, J., & Panzavecchia, M. (2019, March 25-27). “Are you (in)experienced?”  Beliefs about language use during English lessons in Maltese primary schools [Paper Presentation]. 2nd International Conference on Bilingualism, Valletta Campus, University of Malta, Malta. 
 Milton, J., & Panzavecchia, M. (2019, September 16-18). From Bilingualism to Multilingualism Considerations and Implications for teacher education and English language teaching in Malta [Paper Presentation]. 6th International Symposium on New Issues in Teacher Education, Valletta Campus, University of Malta, Malta.
 Panzavecchia, M., & Little, S. (2019). Beyond Words: Language Hybridity in Post-Colonial Multilingual Classroom Environments – Malta’s Way Forward. In: V. Anderson & H. Johnson (Eds.), Migration, Education and Translation: Cross-disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings (pp. 161-173). Abingdon: Routledge.
 Panzavecchia, M. (2020). In Other Words: Maltese Primary School Teachers’ Perceptions of Cross-linguistic Practices and Flexible Language Pedagogies in Bilingual and Multilingual English Language Classes (Doctoral dissertation, University of Sheffield).
 Panzavecchia, M., & Little, S. (2020). The Language of Learning: Maltese teachers’ views on bilingual and multilingual primary classrooms. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 108-123
 Panzavecchia, M.  (2021, July 25).  Language use in Maltese bilingual and multilingual classrooms. Times of Malta.
 Panzavecchia, M. (2023, June 16-19). Lost for Words? : Maltese Teachers’ Views on Cross-linguistic Practices and Flexible Language Pedagogies in Bilingual and Multilingual Primary Classrooms [Paper Presentation].   The 2nd Paris Conference on Education, La Maison de la Chimie, Paris, France.


Mr Tanti Rigos, Oswald

Mr Oswald Tanti Rigos is a lecturer at the Institute for Education. Mr Tanti Rigos studied at the University of Malta where he obtained his undergraduate degree in education and a postgraduate degree in philosophy of education. He has presented works at various conferences both locally and abroad. Previously he worked as a lecturer of Philosophy at Giovanni Curmi Higher Secondary School and is still a visiting assistant lecturer at the University of Malta. At present he is conducting scholarly work primarily in the field of philosophy of education. His main areas of interest are the ethical, political, and epistemological issues raised by the theory and practice of schooling education.

Areas of expertisePhilosophy of Education
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PublicationsTanti Rigos, O. (2010). The Junior Lyceum Entrance Examination: A Foucaultian Genealogy. Unpblished Master’s thesis, University of Malta.
PresentationsTanti Rigos, O. (2016, May 19-21). Breaking with the Norm: Reconceptualising teacher identity beyond fabricated truths and surveillance-bred conformity [Conference presentation]. International Teacher Education Policy in Europe (TEPE) University of Malta, Valletta Campus.
 Tanti Rigos, O. (2017, June 23-24). Overcoming the Tension between Enculturation and Individuation [Conference presentation]. Young Researchers Meeting Conference, Malta.
 Tanti Rigos, O. (2018, February 26). Teacher Support and CPD Opportunities [Conference presentation]. Understanding Teachers’ Professional Lives and Careers, Malta.
 Tanti Rigos, O. (2019, September 16-18). Dnegel in l-Aqwa Zmien [Conference presentation]. International Symposium on New Issues in Teacher Education, Malta.
 Tanti Rigos, O. (2020, January 20-24). Schooling and the Need of an Absurdity (Reality) Test [Conference presentation]. Doctoral Winter Conference, Maynooth University, Ireland.
 Tanti Rigos, O. (2023, May 9-12). Critical Openings in Adult Education  [Conference presentation]. International Conference on Critical Education (ICER), University of Malta, Valletta Campus.
 Tanti Rigos, O. (2023, October 16). What Do Educators Mean When They Ask Students to Be “Critical”?: Rummaging through Foucault’s toolbox. Educators in Conversation, Institute for Education, Malta.
 Tanti Rigos, O. (2023, November 16). Socrates: A Timeless Pedagogy. World Philosophy Day Seminar, Institute for Education, Malta.


Dr Wright, Edward

Dr. Edward Wright is a full-time lecturer at IfE. Previously, he was a teacher for 25 years and Head of Department for 13 years with the Secretariat for Catholic Education. He recently completed his doctoral degree at Bournemouth university where he had graduated at a Masters level in Media and Communications. He is also in possession of an Honours degree in Psychology, a post-graduate certificate in Education with specialization in PSCD and another in the Learning Outcomes Approach, and degrees in Theology, including a Masters. As a teacher he taught PSCD, Social and Environmental Studies, Religious Education and Media Literacy Education. He also lectures in Philosophy and Psychology with the Directorate for Research, Lifelong Learning and Employability (DRLLE). Edward is particularly interested in narrative and critical pedagogies, and the psychology and philosophy of education and wellbeing in the holistic formation of teachers, especially those of the humanities. Throughout his doctoral journey he investigated how digital technologies, especially photography and film-making, can contribute to meaning-making and identity formation in adolescence through narrative pedagogies. His academic research lead him to an interest in how aspects of spirituality as meaning-making can be addressed narratively and through a cross-curricular approach, making them sources of strength transpiring from the positive potential of human vulnerability. Edward is also a teacher trainer and mentor

Areas of expertisePsychology, PSCD, Social/Environmental Studies, Religious Education, Media Literacy Education, Educational Theory, Methods and Pedagogy/ies in Education
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PublicationsWright, E. & Padovani, L. (2023). Transforming Vulnerability from the ‘Beast’ into the ‘Beauty’ Through the Filming of Metaphor in the Quest for Adolescent Meaning-making (manuscript submitted for publication). In The Journal of Media Literacy Education  (JMLE), National Association of Media Literacy Education. 
 Wright, E. (2023). Exploring the Affordances and Propensities of Multimodality in Narrative Pedagogies through Multimodal Ethnography. (manuscript submitted for publication). In The Malta Journal of Education.
 Wright, E. (2021). Adolescent exploration of identities in ‘third space’: Addressing holistic education and well-being through blended learning embedded in reflexivity. In C. Fenech (ed.). Technology Enhanced and Remote Teaching and Learning. In Malta Journal of Education, 2(1): 197-214 (IfE, Malta). 
 Wright, E. (2021). Voicing the Longing of the “Adolescent Heart” through Photography and Film: Connecting Transcendence and Revelation in Catholic Religious Education. In The Person and the Challenges, 11(1): 123-168.
 Wright, E. (2020). Facing the Challenge of Preparing Maltese Schools and Students for a Multicultural Society: An Opportunity to Redefine Identity in the Light of “Otherness.” In Malta Journal of Education (MJE), 1(1): 316-346.
 Wright, E. (2019). Using Digital Technologies to Interpret Life: Media Literacy and Catholic Religious Education in Dialogue. In A. Gellel & M. Buchanan (eds.). Global Perspectives on Catholic Religious Education in Schools, ch.30. (Vol. I) (Springer).
 Wright, E. (2019). Facilitating the exploration of adolescent transcendence for holistic identity formation through the use of digital media: A dialogue between Media Literacy and Catholic Religious Education in perspective. In A. Cloete (ed.). Film, Religion and Youth. (Vol. I) (African Sun Media).
 Wright, E. (2018). Nurturing identity formation in adolescence through narrative learning: a dialogue between the pedagogies of media literacy and religious education. British Journal of Religious Education, DOI: 10.1080/01416200.2018.1484696.
 Wright, E., Borg, J. & Lauri, M.A. (2015). Media Education as a tool to promote critical thinking among students. Media Education, 2, 62-72.

Ms Azzopardi Susanna

Ms Susanna Azzopardi is a full-time lecturer at Institute for Education. She holds a Master of Arts in Early Childhood Education from the University of Sheffield where her research area focused on the effective use of Big Books for shared reading with little children.  She holds a Post Graduate Diploma in Educational Administration and Management and a first degree B.Ed (Hons) from the University of Malta. She obtained a certificate in Proof Reading in Maltese from the University of Malta. Her career in schools started as a primary teacher, a position she held for 14 years. She was Assistant Head in a primary state school for 3 years, followed by 13 years of Headship. She is particularly interested in Early Years and Primary Education and the development of literacy skills in the early years. She has a passion for the Maltese language.

Areas of expertiseEarly Years and Junior Education, Early Childhood Development, Early Literacy Skills, School Leadership and Administration
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Dr Muscat Loredana

Dr Loredana Muscat is a full-time lecturer at the Institute for Education, Malta. She received her Doctorate degree in Communication Therapy at the University of Malta, which investigated aspects of reading development in Down syndrome. Dr Muscat also holds a Master’s degree in Education in Learning Difficulties and Disabilities from the University of Birmingham and a B.Sc. (Hons.) in Communication Therapy from the University of Malta. Dr Muscat worked as a Speech-Language Pathologist, a specialised teacher in learning difficulties, and an Inclusion coordinator. Her research interests include diversity in education and inclusion practices concerning individuals with learning difficulties and disabilities.

Areas of expertiseInclusive Education, Literacy difficulties, and language-related difficulties
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PublicationsMuscat, L. (2017). Phonological awareness and visual perceptual processing skills of Maltese children with Down syndrome. How is reading intervention affected? Malta Review of Educational Research, 11(1), 97-11.
 Buckley, S., Grech, H., & Muscat, L. (2017). Identifying a protocol to assess literacy-related skills in Maltese children and adolescents with Down syndrome. Malta Journal of Health Sciences, 4(1), 34-39.
 Muscat, L. & Grech, H. (2023) Nonword reading and other reading-related skills in Down syndrome. Journal of Research in Special Educational Needs, 00, 1– 19. Available from:
 Muscat, L & Grech, H. (2023) An Evaluation of the Maltese school literacy environments and practices of students with Down Syndrome. Paris Conference of Education (IAFOR), Conference Proceedings.
 Muscat, L. (2023) Investigating Myths and Misconceptions within the Maltese Primary School Setting. Malta Journal of Education, 4(2), 67-97.
Academic PresentationsMuscat, L., Grech, H. & Buckley, S. (2023) Literacy-related skills and literacy environments of Maltese Children and Adolescents with Down Syndrome. Conference Presentation. ASLP National Conference Malta.
 Muscat, L., Grech, H. & Buckley, S. (2020)  Reading development in Maltese children and young adults with Down Syndrome.  Presentation.  Showcasing Recent Departmental Postgraduate Research Projects.  Department of Communication Therapy. The University of Malta.
 Muscat, L., Grech, H. & Buckley, S. (2016) Exploring Phonological Awareness and Visual Perceptual Processing skills in children and young adults with Down Syndrome.  Presentation at IALP World Congress Dublin.


Dr Pulis Angela

Dr Angele Pulis is a full-time Lecturer at the Institute for Education in Malta. She is the Chairperson of the Research Ethics Board at IfE. She sits on the committee of The Malta Society for Educational Administration and Management. Her research domains include educational leadership, quality assurance in schools, educational neuroscience, pupil voice, and mixed methods research. She holds a PhD from the University of Leicester, a Master’s in Philosophy from the University of Wales, a Post Graduate Diploma in Educational Administration and Management and a Bachelor in Education (Hons) from the University of Malta. Her career in schools included various roles. She was a Head of a Primary school and an Assistant head of a sixth form and a secondary school in Malta. She has taught Integrated Science, Biology and Chemistry in various schools, at different levels, ranging from secondary to post-secondary

Areas of expertiseEducational leadership, quality assurance in schools, educational neuroscience, pupil voice, and mixed methods research
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PublicationsActivating the Child’s Own Natural Desire to Learn: Educational Neuroscience and the Development of Meaningful Learning Experiences
 International Journal of Childhood Education, 4(2), 59-69
 Co-authored with Darmanin, J.
 Constructive Resonance or Destructive Interference? Lessons Learnt from Joint Supervision Experiences in Higher Education in Malta
 Co-authored a book chapter with Schembri, H.
 In Cuschieri, R.A., Aquilina, A. & Lewak, A. (Eds.), Further and Higher Education in Malta: Challenges, Perspectives, Solutions
 Researching Pupils’ Perspectives’: What are the Quality Indicators of a Good School?
 Malta Journal of Education, Volume 3, No 2, 79-104
 School Self-Evaluation: Process and Perspectives
 The Educator, 8th edition, MUT Publication, 41-64
 The Fun Imperative during Learning: A Neuroscientific Perspective
 Malta Journal of Education, Volume 3, No 1, 67-85
 Pupils as Assessors in Quality Assurance of Schools
 An article on Times of Malta, providing a synopsis of the two main strands in the research area explored in my doctoral studies: pupil voice and quality assurance of schools, within the local context.
 Post on the BERA Blog (29th April 2016) ‘Pupil Voice in Quality Assurance of Schools’
 Professional Development of Teachers at Giovanni Curmi Higher Secondary School (Malta): Contributions from a Stake Holding Think-Tank
 Mixed Methods Research on the role of pupils as assessors in quality assurance of schools in Malta
 British Educational Leadership, Management and Administration Society Journal, ‘Management in Education’ 32(1) 40-47
 This paper is based on the presentation to the British Educational Research Association, Educational Leadership Special Interest Group, April 2015.

Mr Mallia Mario

Mr Mario Mallia is a full-time lecturer at the Institute for Education.  He was a Head of a primary and secondary school for sixteen years, and a deputy head for three years.  Before that, he was a teacher of Physics, Biology, Integrated Science and Maths with teaching remaining a part of his duties as a head of school.  He holds a Masters in Education, a Post Graduate diploma in School Administration and Management and a B.Ed (Hons) degree from the University of Malta.  Until recently he served as a board member of the National Commission for the Promotion of Equality and as a board member on the Foundation of Educational Services for many years, besides being active in the public and social sphere for many years.

Areas of expertiseSociology of education, critical pedagogies, gender and race issues, diversity in education, multiculturalism, inclusion, leadership, policy sociology, sociology of work, building communities in schools, building cultures of encounter and intercultural dialogue, and access to learning.
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PublicationsSultana R (ed) (1997). ‘Bells and Punchclocks’; a contribution in ‘Inside/Outside Schools’
 Sammut J., Sultana R. (eds). (1996) ‘The ideology of Work in Maltese Schools’: a contribution in ‘Careers Guidance in Malta’ (ed. Sammut J.,Sultana R. ed.) (1996)

Dr Borg Philip

Philip Borg is a full-time lecturer at the Institute for Education. In his 30-year experience in education, he worked as a mathematics and pure mathematics teacher in Maltese secondary and post-secondary schools, and recently as an education officer for Policy Monitoring and Evaluation at the Ministryfor Education, Sport, Youth, Research and Innovation. He was also a visiting lecturer at the University of Malta. He obtained a B.Ed. (Hons.) degree in Mathematics and Early & Middle Years from the University of Malta, a diploma in Modern Management and Administration from Cambridge International College, an M.Ed. degree in ICT in Education from the University of Malta, and a Ph.D. in Mathematics Education from Loughborough University (UK).

Areas of expertiseMathematics Pedagogy and Constructivist Teaching
 Research Methods – Qualitative
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PublicationsBorg, P. (2018). Constructivist Teaching: Mythical or Plausible? Malta Review of Educational Research, 12(1), 63‒89. Available at
 Borg, P. (2017). Using the Computer as a Tool for Constructivist Teaching: A Case Study of Grade 7 Students Developing Representations and Interpretations of Mathematical Notation when Using the Software Grid Algebra. A Ph.D. Dissertation. Loughborough University, UK. Available at
 Borg, P., Hewitt, D., & Jones, I. (2016a). Negotiating between learner and mathematics: A conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom. Constructivist Foundations, 12(1), 59‒69. Available at
 Borg, P., Hewitt, D., & Jones, I. (2016b). Authors’ Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices. Constructivist Foundations, 12(1), 83‒90. Available at
 Borg, P. (2016). The university lecture room and the school classroom: Does the stage affect the acting? Constructivist Foundations, 12(1), 107–108. Available at
 Borg, P. & Hewitt, D. (2015). Gaining meaning for expressions with Grid Algebra: Developing the CAPS framework. In: Adams, G. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, 35(2), 1–6. Available at content/uploads/2016/02/BSRLM-IP-35-2-01.pdf.
 Borg, P. (2009). Driving a car in a carriage road: Why don’t Mathematics teachers use computers in their lessons? Mathsline, 20, 10–11.


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