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4 maltatoday | SUNDAY • 9 NOVEMBER 2025 NEWS How Malta's academic institutions are navigating the AI revolution IN recent years, one of the most significant technological disrup- tions to hit education has been the rise of artificial intelligence. Since the launch of ChatGPT in late 2022, along with the spread of image generators and advanced writing tools, these systems can now produce essays, solve com- plex problems, and create content that rivals human work. While being an asset to expedite certain jobs, AI has also created problems in several spheres, not least the education system, where concerns over plagiarism and lack of student input are of concern. Nonetheless, academic institu- tions are embracing the AI rev- olution, while ensuring its use is ethical. MaltaToday spoke to Matthew Montebello, head of the AI De- partment at the University of Malta, Matthew Sant, President of the MCAST Student Council, and Charles Theuma, Principal of St Martin's Institute of Higher Ed- ucation, about how their institu- tions are navigating the rise of AI in education. The responses high- light different approaches: The University of Malta has embraced AI through comprehensive train- ing programmes, MCAST has developed detailed policy frame- works, while St Martin's has fo- cused primarily on detection and control measures. University chooses integration over restriction University of Malta has posi- tioned itself at the forefront of AI integration, adopting what Matthew Montebello calls an em- brace-and-train approach. "The University of Malta embraces AI and generative AI. However, it embraces it when AI is used eth- ically, in an academically integral way, and not when it's misused or when abused," Montebello said. The university runs three monthly workshops through its Office for Professional Academ- ic Development, covering AI use in teaching, academic research, and data analysis. These sessions consistently reach capacity with waiting lists of academics seeking training. Rather than prohibition, the ap- proach centres around accounta- bility. Students are encouraged to declare their AI use transparently, detailing specific prompts in bibli- ographies or appendices. "I think once a student is trans- parent and honest, to me, integri- ty is actually even higher, because I know that all students are using it," Montebello explained. The philosophy requires stu- dents to defend their work regard- less of the tools used. "I have the right as an educator to ask them to walk me through the process. Explain to me why they wrote this paragraph. I don't care where they got it from, but do they own it now?" MCAST develops comprehensive framework MCAST has taken a more struc- tured approach, developing what appears to be Malta's most de- tailed AI policy framework. Matthew Sant described the strategy as "proactive yet cau- tious". Working with the Quality Assurance Team, MCAST has established guidelines focusing on guidance rather than restriction. "The focus isn't to restrict AI, but to guide both students and lecturers in using it as a supportive tool, for example, to personalise learning, streamline administra- tive tasks, and strengthen teaching efficiency," Sant explains. Sant explained that the Student Council had presented a docu- ment, Policy Paper On The Use Of Artificial Intelligence At MCAST. This was the first of its kind pro- duced by a student organisation in Malta. The framework covers five areas: The EU AI Act alignment, data protection, academic integrity, AI literacy, and transparency. MCAST's formal policy explic- itly allows AI use in coursework, provided students disclose it and the use doesn't replace their skills or conflict with learning outcomes. Sant emphasised that "fairness must come before suspi- cion", advocating dialogue-based approaches when AI detection tools flag potential issues. He draws clear ethical bounda- ries around "intellectual honesty". Moreover, he said: "Using AI for brainstorming, improving struc- ture, or checking grammar is re- sponsible; it enhances learning. But when AI replaces a student's original thought, research, or cre- ativity, it becomes misconduct." Adopting a more traditional approach St Martin's Institute of Higher Education, a private tertiary level education provider, on the oth- er hand has adopted a more tra- ditional approach. Its principal, Charles Theuma, described using plagiarism detection software to identify AI-generated content and requiring students to complete declaration forms when submit- ting assignments. Theuma discussed how the reg- ulation and integration of AI in education is becoming increasing- ly inevitable, noting that different institutions are adopting varied approaches. He explained that at St Mar- tin's, plagiarism detection tools are already in use, though they are not always reliable in identifying AI-generated content. Students are often asked to de- clare their AI use, stating which prompts they used and how AI contributed to their assignments. He emphasised the importance of fairness, ensuring that students aren't wrongly accused of using AI. To address authenticity con- cerns, he explained that in cases like dissertations, a significant portion of the marks come from the viva, which tests whether stu- dents genuinely understand and can discuss their thesis—making it easier to detect AI-written ma- terial. Looking ahead, he expects AI to reshape teaching methods and assessments, but warned that without clear policies and proper regulation, the current education system might soon feel "not fit for purpose." Contrasting approaches The contrasting approaches reveal fundamental differences in educational philosophy. With some institutions viewing AI as inevitable and placing focus on ethical integration, whilst others prioritising detection and control. For Montebello there are histor- JULIANA ZAMMIT jzammit@mediatoday.com.mt Universities and other higher education institutions in Malta are embracing the ethical use of artificial intelligence, developing comprehensive policies, and emphasising effective detection methods