Articles written by

Christian Colombo

Volume 17-Issue 1: June 2023

The Pedagogical Role of Philosophy in a Community of Inquiry

This paper explores the role philosophy has in pedagogy when practised in a community of inquiry. Apart from alluding to contemporary research on the philosophy of education, this paper presents a philosophy-based project named EPIX (Exploring Pupils’ Inquires on eXistential themes) that was launched in two Maltese secondary schools. This project introduced five existential themes to secondary school students, creating a community of inquiry through its pedagogical use of philosophy. After discussing the EPIX project, this paper highlights what the community of inquiry entails, and philosophy’s function in such a community. Next, this paper discusses how philosophy can encourage the community’s imagination, examining imagination’s importance in fostering social critique. Lastly, we investigate the educational role of philosophy in the Ethics Education community, a subject being taught in Maltese primary and secondary schools. Together, these parts underline the pedagogical role that philosophy has in the community of inquiry, to be nurtured pedagogically by current and prospective educators.

Volume 18-Issue 2: December 2024

An AI Pilot Bootcamp Exploring the Creative Relationship of Us and Tech

As artificial intelligence continues to make its way into virtually all aspects of our lives, it becomes increasingly important for upcoming generations to understand their relationship with technology - not simply as passive consumers, but also as creators able to properly harness its power while fully aware of its limitations. Through an exploratory bootcamp for adolescents focusing on creative, philosophical and ethical aspects of artificial intelligence, we have piloted a curriculum which aims to explore the relationship between humans and technology through thought-provoking questions, while offering practical hands-on challenges and room for independent exploration for all abilities in the classroom. This article presents the design process of the curriculum and the pedagogical approach, including practical concerns and adaptations needed for execution. Furthermore, it reflects on lessons learnt and condenses the outcome of the pilot bootcamp into a learning framework, especially relevant for technology bootcamps aiming to provide an enjoyable yet thoughtful and formative experience.

Volume 20-Issue 1: June 2026

Teachers' Role in Fostering Digital Trust and Mediating Ethical Engagement with Artificial Intelligence - A Literature Review

The rapid expansion of Artificial Intelligence (AI) in education has intensified questions about how students develop informed and responsible relationships with algorithmic systems. While existing research has largely focused on teachers as adopters or users of AI technologies, far less attention has been given to teachers’ role in guiding students’ engagement with these systems. This literature review examines how teachers contribute to the development of digital trust in AI-mediated learning environments. Digital trust is conceptualised as the capacity to make informed, critical, and context-sensitive judgements about when and how AI systems should be relied upon. The review synthesises research across three interconnected areas: conceptualisations of digital trust, teachers’ mediating practices in AI-supported learning, and the factors shaping teachers’ own trust in AI technologies. It further examines systemic constraints on teachers’ capacity to perform this mediating role, including gaps in professional preparation and governance frameworks. The Maltese educational context is analysed as a case study illustrating how policy ambition, curriculum reform, and teacher capacity-building interact in practice. The article argues that preparing young people for AI-saturated knowledge environments requires recognising teachers as central mediators of digital trust rather than merely users of educational technologies.