AI in Malta

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AI in Malta 🌟 Recommended: AI Għal Kulħadd / AI4All Malta 🇲🇹🤖
Free national AI literacy course for Maltese citizens and residents with eID. https://ai4all.gov.mt
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Learn how to use AI safely, ethically, and effectively in daily life, education, work, and business. 🇲🇹 Empowering Malta through Ethical AI, Innovation & Digital Transformation

Founded by: Stephen Borg
Officially Recognized by: International Experts Register (IER)
Verification: Authenticity Code 62ef039 → Verify at IER
🎓 Certified Artificial Intelligence Trainer & Expert

Credential Code ID: e9f1bd7
Awarded by: YouView London University, UK (UKRLP Reg. No. 10095197)
Supervised by: YouView Company Ltd
Registered under: International Experts Register (IER)

📜 Professional Certifications

🧠 Certified ‘Generative AI’ Global Expert
IER Code: 4708a33 | Date Registered: 06/09/2025

🎓 Certified ‘AI in Education’ Expert Advisor
IER Code: b13f424 | Date Registered: 29/08/2025

🤖 Certified ‘Artificial Intelligence’ Expert Advisor
IER Code: e9f1bd7 | Date Registered: 23/10/2025

🏛 Training & Accreditation Bodies

CPD Certification Service (UK): Certified Trainer CO – #784230

AGCD ORG: AGCD-2025/0047 – Accredited Global Continuing Development

IHEAC (Belgium): BE0034 – Valid until January 2027

USA Accreditations.us: AUS18078/24

📘 Mission Statement

AI in Malta is an international non-formal organisation dedicated to advancing AI innovation, corporate training, and professional development. Our mission is to promote AI literacy and ethical integration across industries through workshops, CPD programmes, and public awareness initiatives. We operate in the fields of Information, Technology, Artificial Intelligence, and Innovation not as a formal higher-education provider.

📍 Based in: Malta
💬 Join the Dialogue: AI in Malta

🔎 Verification: Scan or verify certificates online via the International Experts Register

16/10/2026
16/10/2026
16/10/2026

🇲🇹🇶🇦 Waqt laqgħa virtwali li kelli ma’ E.T. Mohammed bin Ali Almannai, Ministru għall-Komunikazzjoni u t-Teknoloġija tal-Informazzjoni tal-Qatar, iddiskutejna kif nistgħu nsaħħu aktar l-ekosistema taż-żewġ pajjiżi fil-qasam tal-istartups u tal-intelliġenza artifiċjali. Kien ta’ sodisfazzjon kbir nisma’ kliem ta’ tifħir lejn pajjiżna u lejn il-progress li qed nagħmlu f’dawn l-oqsma.

Kburin b’dak li qed nibnu flimkien. Illum ukoll se nkun qed niftaħ is-sitt edizzjoni ta’ Startup Festival, fejn għandna wkoll affarijiet sbieħ xi nħabbru u li jkomplu jqiegħdu lil Malta fuq il-mappa tal-innovazzjoni u l-intraprenditorija. Segwu matul il-jum.

Ministry of Communications and Information Technology

16/10/2026

We often talk about the importance of teaching students how to write effective prompts when using generative AI.

But I think there is a more important skill we need to pay attention to: teaching students how to critically question the answers AI gives them.

I was reading an interesting study by Tang and colleagues (2026), published in Thinking Skills and Creativity, that explores this very issue.

The researchers worked with a Grade 10 English classroom in Australia to examine how students develop critical questioning skills when interacting with ChatGPT.

What I found particularly interesting is that the study moves beyond the usual discussion of prompting techniques to examine the pedagogical conditions that make critical engagement with AI possible.

The findings highlight the importance of teacher guidance, instructional design, students' disciplinary knowledge, and their ability to reflect on their own thinking.

One insight that deserves more attention is the relationship between what students already know and their ability to question AI-generated information.

As reported in the study, students with stronger background knowledge were better positioned to identify inaccuracies, challenge explanations, and ask meaningful follow-up questions.

This is particularly important because we sometimes assume that AI can compensate for gaps in students' knowledge. Yet without sufficient knowledge of the subject, students may struggle to recognize when AI is giving them incomplete, misleading, or inaccurate information.

The study also draws attention to the role of metacognition. When students revise their prompts, compare AI responses with what they already know, and reconsider their own interpretations, they are engaging in a process that goes beyond simply getting better answers.

And I think this is where the pedagogical potential of AI becomes particularly interesting.

An interesting paper worth reading, especially for anyone working on AI literacy, critical thinking, and teacher education!

Link in the first comment!

16/10/2026

Here is an interesting piece on the limitations of AI in reading instruction and the risks of relying on AI-generated answers to make pedagogical decisions.

The article by Chris Minnich discusses research conducted by MetaMetrics examining whether popular AI models, including ChatGPT, Gemini, Claude, and Copilot, can accurately estimate the reading difficulty of texts using the Lexile framework.

The findings are quite revealing. The models produced inconsistent estimates, sometimes assigning substantially different reading levels to the same passage. Their estimates also frequently differed from the officially established Lexile measures.

This raises an important concern for teachers who use AI to select, simplify, or adapt reading materials for their students. A passage that AI confidently identifies as appropriate for a particular reading level may actually be considerably more or less challenging than the model suggests.

What I find particularly interesting here is the distinction between AI's ability to generate educational content and its ability to make valid educational judgments about that content.

Just because AI can generate a reading passage, simplify vocabulary, or rewrite a text does not necessarily mean it can accurately assess its reading complexity.

And I think this distinction extends well beyond reading instruction. We encounter similar questions when using AI to evaluate student writing, generate feedback, assess learning, or make recommendations about students' academic needs.

Definitely worth reading! Link in the first comment!

16/10/2026

Inkomplu noħolqu aktar opportunitajiet għar-riċerka u l-innovazzjoni fis-settur spazjali.

Flimkien ma’ Xjenza Malta u l-Aġenzija Spazjali Ewropea (ESA), qed insaħħu l-kapaċitajiet lokali u niftħu bibien ġodda għat-talent Malti fis-settur spazjali Ewropew.

15/10/2026

L-AI f’ħajjitna: il-bniedem għandu jibqa’ fiċ-ċentru

Ilbieraħ, waqt Popolin fuq TVM, iddiskutejna kif l-Intelliġenza Artifiċjali qed tbiddel il-kreattività, l-edukazzjoni, ix-xogħol u l-ħajja tagħna. Il-ħin ma ppermettiex li nidħlu f’kollox. Għalhekk, fil-ġimgħat li ġejjin se nkompli naqsam dawn il-ħsibijiet fuq il-midja soċjali u fil-ġurnali.

🎶 L-artisti u l-kreattività

Tkellimna dwar il-mużika ġġenerata bl-AI u xi jfisser dan għall-artisti u l-kompożituri tagħna. Wara xogħolhom hemm snin ta’ studju, sagrifiċċju u passjoni. Fuq il-palk, artist jagħti preżenza, emozzjoni u rabta mal-udjenza — esperjenza li tmur ferm lil hinn mis-smigħ ta’ diska.

Nemmen li rridu napprezzaw u nħarsu dan il-valur uman, filwaqt li nkunu trasparenti dwar mużika, vuċijiet u filmati ġġenerati jew manipulati bl-AI.

🇪🇺 Regoli ċari u innovazzjoni responsabbli

Kif semmejt fil-programm, hawn jidħlu wkoll l-EU AI Act u l-iżviluppi marbuta mal-AI Omnibus, li jissimplifika aspetti tal-implimentazzjoni tal-qafas Ewropew. F’Malta, l-MDIA qed tmexxi l-implimentazzjoni tal-EU AI Act u taħdem mal-partijiet interessati fuq dawn ir-regoli.

Nemmen li din il-ħidma, flimkien mal-awtoritajiet responsabbli għall-protezzjoni tad-data u oqsma oħra, għandha ssaħħaħ it-trasparenza, ir-responsabbiltà u l-ħarsien tad-drittijiet taċ-ċittadini u tal-kreaturi tagħna.

📚 Edukazzjoni li tiżviluppa l-ħsieb

L-AI tista’ tgħin lill-edukaturi jippreparaw il-materjal u jadattaw l-ispjegazzjonijiet għall-bżonnijiet differenti tal-istudenti. Tista’ wkoll tgħin lil ġenitur li qed jipprova jispjega l-homework lil uliedu.

Iżda kif niżguraw li l-istudent qed jitgħallem?

Għalhekk tkellimt dwar it-tiġdid tal-kurrikulu u tal-assessjar. Aktar diskussjonijiet, mistoqsijiet orali u xogħol prattiku jistgħu juruna jekk l-istudent fehemx, kapaċix jaħseb b’mod kritiku u japplikax dak li tgħallem. Il-copy-paste waħdu ma jurix fehim.

💼 Min se jibbenefika mill-ħin li niffrankaw?

Lil hinn minn dak li lħaqna niddiskutu, hemm mistoqsija li nixtieq inpoġġi: jekk l-AI tiffrankalna sagħtejn xogħol kuljum, x’nagħmlu bihom?

L-AI tista’ tgħin fil-ġestjoni tal-emails, l-appuntamenti, il-kwotazzjonijiet u l-fatturi, u torganizza proċessi sħaħ li mbagħad niċċekkjaw u napprovaw aħna.

Nemmen li l-benefiċċji tal-produttività għandhom jaslu wkoll għand il-ħaddiema. Fejn ikun fattibbli, u bi qbil bejn min iħaddem u l-ħaddiema, għandna niddiskutu kif dawn jistgħu jwasslu għal inqas ħin tax-xogħol bl-istess paga, inqas stress u aktar ħin għall-familja. Il-well-being irid jidher ukoll fil-mod kif norganizzaw ix-xogħol.

🏥 Saħħa u kura aktar qrib tagħna

Immaġinaw li fi żmien ħames snin, bil-kunsens tagħkom, sistema medika affidabbli tinnota bidla importanti fil-kejl tas-saħħa tagħkom u tavża lit-tim mediku biex jiċċekkja qabel ma problema tikber.

Din hija possibbiltà għall-futur li rridu nesploraw b’serjetà, filwaqt li nistaqsu: min għandu aċċess għad-data tagħna, kif qed jipproteġiha u min jibqa’ responsabbli għad-deċiżjoni medika?

👵 Aktar indipendenza għall-anzjani

Teknoloġija użata bil-kunsens u b’rispett lejn id-dinjità tal-persuna tista’ twissi lil qarib dwar suspett ta’ waqgħa jew bidla mhux tas-soltu fir-rutina. Għodod ta’ lokalizzazzjoni jistgħu wkoll jgħinu meta persuna bid-dimensja tintilef.

L-għan għandu jkun li nsaħħu l-kura, l-indipendenza u l-kuntatt uman.

Ray Abela
Robert Abela


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