Eligible for Get Qualified – Pastoral Formation Institute

Award in Foundations of Artificial Intelligence: Fundamentals and Applications for Educators

13/03/2025

The Pastoral Formation Institute is licensed by MFHEA
(Licence #: 2013-FHI-023) as a Further and Higher Educational Institute. The Award in Foundations of Artificial Intelligence: Fundamentals and Applications for Educators is accredited at EQF/MQF Level 7, as a Higher Education Programme.

Students who successfully complete this course may apply for the Get Qualified Scheme which will enable them to benefit from a tax credit of 70% of the costs incurred (i.e. €119.00 will be refunded for this course).

This course provides foundational knowledge of frontier artificial intelligence technologies that will allow teachers and other community members to use and support the use of AI in educational applications in ways that are effective, safe, and ethical. The course will develop the skills necessary to support children in their interactions with AI. Graduates will be equipped to guide young learners through the ethical considerations, societal implications, and practical uses of AI, fostering informed and responsible engagement with these quickly evolving technologies.

The course focuses on the latest advancements in generative AI for text, images, video, music, and speech. Foundational topics include how AI works, how these models are trained, their capabilities, limitations, safety, ethics, and implications for society. Graduates will learn about the AI technology landscape, main AI companies, latest models, and differences between AI models. They will engage with these technologies and discuss case studies and research that illustrate capabilities, limitations, challenges, promise and pitfalls of AI.

Students will receive an introduction to prompt engineering, learn different ways of interacting with different AI technologies, and learn how AI can be used in applications, such as teaching, editing, programming, and general support for creative tasks. Graduates will also learn how different technologies can be used together.

By the end of the course, graduates will have a sufficient understanding of how these technologies work, current cutting-edge technologies available and on the horizon, different ways AI is being used in an educational setting and by young people, how they can support young learners in engaging with AI, and the considerations and importance when using AI in a way that is safe, ethical, and effective.

This course is delivered by the Pastoral Formation Institute in collaboration with

London School of Artificial Intelligence.

Qualified educators and others interested in the subject.

Knowledge

Foundational AI Concepts: Understanding fundamental principles of AI, including development, training, and utilization across various domains (text, images, video, music, speech).
AI Technologies and Their Applications: In-depth knowledge of current AI technologies, prominent companies, latest models, and their applications in education.
Ethics and Safety in AI: Critical understanding of ethical considerations, including bias, privacy, transparency, and societal impacts.
AI’s Societal Implications: Exploration of AI’s broader societal implications, including disruptions to industries and ethical challenges.
Case Studies and Research in AI: Study of practical uses, limitations, and challenges of AI through case studies and current research.

Skills

AI Tool Use: Advanced skills in using various AI tools and technologies, including generative AI models.
Critical Analysis and Problem-Solving: Ability to analyze capabilities, limitations, and ethical considerations of AI, and solve complex problems related to AI implementation.
Communication and Collaboration: Effective communication of complex AI concepts to diverse audiences and collaboration with peers and professionals.
Data Interpretation and Decision-Making: Ability to gather, interpret, and utilize data related to AI usage in education for informed decision-making.
Ethical Implementation and Reflection: Ethical use of AI, reflective practice, and continuous evaluation of AI’s impact on education.
Creative and Innovative Use of AI: Creativity in applying AI technologies to enhance educational practices and exploring synergies between different AI technologies.

Competencies

AI Knowledge Application and Problem-Solving: Application of advanced AI knowledge to address challenges in educational settings and develop innovative solutions.
Ethical and Responsible AI Management: Commitment to ethical principles in managing AI projects, evaluating social and ethical implications.
Leadership and Collaboration in AI Education: Leading teams in adopting AI technologies, providing guidance, and fostering collaboration.
Ongoing Professional Development in AI: Continuous engagement in professional development to stay updated with AI advancements.
Strategic Management and Implementation of AI in Education: Planning, managing, and executing AI-related projects, balancing technical capabilities with social and moral considerations.

The course will be held on Wednsdays from 3:30 pm to 5:30 pm (apart from the examination, which will be held at the times specified below) at Ta’ Mlit Pastoral Centre, Mosta.

Students have the option to join this course online via Zoom

Date	Session
Wednesday 15th October 2025	The AI Landscape
Wednesday 22nd October 2025	Interacting with AI
Wednesday 29th October 2025	Student Safety in Using AI
Wednesday 12th November 2025	AI Ethics and Morality
Wednesday 19th Novemeber 2025	Integration Strategy for AI in Education
Wednesday 3rd December 2025 from 3:30pm to 4:30pm	Examination

This course has one exit certificate option:

Certificate of Achievement

A Certificate of Achievement is awarded to students who attend a minimum of 80% of all contact hours and successfully pass the examination and written assignment.

Click here to view the PFI’s Grading System

EQF/MQF Level: 7

Accreditation Category: Further Education Programme

Total ECTS: 2

Contact Hours: 10

Self-Study Hours: 30

Assessment Hours: 10

Assessment Hours: Pastoral Formation Institute

This course is delivered by the Pastoral Formation Institute in collaboration with London School of Artificial Intelligence.

Qualifications: Applicants must possess a minimum of an MQF/EQF Level 6 or higher qualification. Kindly submit a copy of your highest qualification in the application form below.

Language: Applicants must have a basic understanding of Maltese and be proficient in English.

Digital: Applicants must be proficient in accessing and using the internet and office software suites.

For courses offered in face-to-face learning and blended learning, applicants must reside in the Maltese Islands and provide their Maltese address in their application form.

For further information regarding visa requirements, please refer to Identity Malta’s visa requirements for third-country nationals.

Award in Spiritual Dimension in Elderly Care for Healthcare Professionals

08/05/2024

The Pastoral Formation Institute is licensed by MFHEA
(Licence #: 2013-FHI-023) as a Further and Higher Educational Institute. The Award in Spiritual Dimension in Elderly Care for Healthcare Professionals is accredited at EQF/MQF Level 7, as Further Education Programme.

Spirituality is an important aspect of holistic care that is frequently overlooked. This study unit seeks to critically discuss the importance of integrating the spiritual dimension of care in the care of the elderly, while identifying the difficulties in conceptualising spirituality/religiosity in elderly care. The programme aims to explore implementation models, theories, and frameworks in competencies for spiritual care, with a particular focus on the EPICC European standard in core competencies in spiritual care (2016-2019). It seeks to explain the theoretical and practical underpinnings of effective leadership, expertise, and collaborative approaches to equip healthcare providers to effectively incorporate spirituality into their practice.

Professionals, mainly nurses, working in elderly care settings

Target Audience Age: 19+

This course consists of 11 in-person sessions

Self-Study Hours: 75

Contact Hours: 25

Assessment Hours: 25

Session 1: Defining Spirituality and Spiritual Care in Healthcare – Competencies in Spiritual Care

Debate continues over defining and exploring the concept of spirituality and its relationship with religion. The concepts are often used interchangeably, yet they are distinct, as nurses can provide spiritual care even in the absence of a belief system. Despite the complexity of the spiritual dimension of care and the lack of an agreed-upon definition, nurses are expected to address this aspect of care. Literature generally considers spiritual care an integral aspect of nurses’ practice, giving them a clear and legitimate role in diagnosing the spiritual and religious needs that affect care (Baldacchino, 2009).

Spirituality and spiritual care in health are related to how patients and health professionals seek and express meaning, purpose, connection, value, or transcendence in the context of illness and health. There is a growing body of evidence showing that spirituality is linked to better health outcomes, patient satisfaction, medical decision-making, and quality of life. This session aims to introduce and debate the various definitions of spirituality and spiritual care, as well as the multidimensional spiritual field.

Session 2: Interpersonal and Intrapersonal Spirituality

Interpersonal and intrapersonal spirituality play integral roles in providing patient-centred care. Understanding and addressing the spiritual dimensions of healthcare contribute to a more compassionate, culturally sensitive, and holistic approach to patient well-being.

Interpersonal spirituality in elderly patient care involves:

Cultural Sensitivity: Effective communication and empathy
Collaboration with Spiritual Care Providers
Addressing Ethical Dilemmas

Intrapersonal spirituality deals with:

Self-Reflection and Awareness
Preventing Burnout
Enhancing Empathy and Compassion
Ethical Decision-Making
Modelling Holistic Well-being

This session aims to critically analyse the importance of these concepts in elderly care.

Session 3: Spiritual Assessment and Evaluation of Care

There is general agreement that identifying and responding to spiritual needs is the responsibility of every worker. Research in spiritual care shows the emergence of several tools designed to measure and rate quantitatively or qualitatively the client’s spirituality, spiritual distress, and spiritual coping. The SCCS tool (McSherry, 2012) is effective in assessing spiritual care competencies in nurses. In this session, the learner is introduced to formal and informal approaches to assess patients’ spiritual needs, plan for necessary interventions based on the available resources, and evaluate whether the patients’ needs were met.

Session 4: Loss, Grief, and Compassion in the Elderly

Loss, grief, and compassion in elderly care are essential to equip healthcare professionals and caregivers with the knowledge and skills needed to support elderly individuals and their families during challenging times.

The aim of this session is to provide an understanding of loss and grief, namely:

Define types of loss (physical, cognitive, social, etc.)
Understand the grieving process and its individual variations; normalising grief as a natural response to loss
Discuss common losses in ageing
Recognise the cultural and spiritual perspectives of loss

Session 5: Spiritual Care in Elderly Rehabilitation

Here is the proofread version of your text in UK English:

Spiritual care is an integral component of the rehabilitation process for elderly individuals. It involves addressing the spiritual and existential needs of the person, recognising the interconnectedness of physical, emotional, and spiritual well-being. Incorporating spiritual care into rehabilitation contributes to a more holistic and person-centred approach. This session will discuss the spiritual needs specifically of the elderly who are in rehabilitation, namely:

Finding effective ways to work with hospitalised older adults
Identifying support and coping strategies to enhance inner peace, meaning, and resilience in confronting changes and hardships

Learners will explore ways in which healthcare workers can assist patients to be creative and better confront their feelings of suffering and solitude.

Session 6: Spiritual Care and Mental Health

Spirituality plays a significant role in mental health, and many individuals find solace, support, and meaning in their spiritual beliefs and practices. The relationship between spirituality and mental health is complex and multifaceted, and it can vary greatly from person to person. This session will discuss the various complex mental health issues that elderly individuals may encounter and provide skills that may assist healthcare workers in managing and caring for the elderly to help them find solace, support, and meaning through their spirituality.

Session 7: Spiritual Care in Dementia

This session will seek to critically discuss the myths related to spirituality and dementia in different cultural contexts. It will also describe the experiences and importance of spirituality from the perspectives of persons living with dementia, and formal and informal caregivers. Moreover, the challenges and potential solutions of providing spiritual care to persons living with dementia will be identified. Finally, the role of religious communities in creating dementia-friendly churches will be discussed.

Session 8: The Role of Religion in Spiritual Care for the Elderly

Religion can play a significant role in providing spiritual care for the elderly. As individuals age, they often confront questions about the meaning of life, mortality, and the purpose of their existence. Religious beliefs and practices can offer comfort, guidance, and a sense of connection to something greater, providing a framework for understanding and navigating these existential concerns.

This session will focus on religion, which is integral to spiritual care. It will discuss the diversity of religious beliefs and practices among the elderly population and emphasize the importance of being inclusive and culturally sensitive in delivering spiritual care

Session 9: The Sacraments in Different Religions and Spirituality

The Roman Catholic Church defines a sacrament as “an outward sign of an inward (invisible) grace, instituted by Jesus Christ.” Although various world religions do not agree on the nature and number of sacraments, nor do they necessarily call them as such, they concur that there are important rituals that initiate individuals into the community and enable them to grow spiritually. All cultures and religions celebrate significant rites of passage throughout life’s events. These rituals recognise important events in the lives of both individuals and the community. This session will discuss the religious practices of various denominations and their importance in holistic elderly care.

Session 10: Case Scenarios in the Spiritual Dimension of Elderly Care

This session will present different case scenarios to assess and evaluate the learners’ knowledge, skills, and attitudes acquired during the programme, to apply when caring for the elderly.

Session 11: Seminar ‘Spirituality in Everyday Elderly Care Practice’

The course will be held on Tuesdays from 9:30am – 11:30am

Ta’ Mlit Pastoral Centre, Mosta

October 2024

Date	Session
8th October 2024	Defining ‘Spirituality’ and ‘Spiritual Care’ in Healthcare Competencies in spiritual care
15th October 2024	Interpersonal and intrapersonal spirituality
22nd October 2024	Spiritual assessment and evaluation of care
29th October 2024	Loss, grief and compassion in the elderly

November 2024

Date	Session
5th November 2024	Spiritual care in the rehabilitation of the elderly
12th November 2024	Spiritual care and mental health
19th November 2024	Spiritual care in dementia
26th November 2024	The role of religion in spiritual care for the elderly

December 2024

Date	Session
3rd December 2024	The sacraments in different religions and spirituality
10th December 2024	Case scenarios in the Spiritual Dimension of elderly care

January 2025

Date	Session
14th January 2025 9:30am – 2:30pm	Seminar: ‘Spirituality in Everyday Elderly Care Practice’

This course has one exit certificate option:

Certificate of Achievement

A Certificate of Achievement is awarded to students who successfully concluded the course, that is;

attend a minimum of 80% of all contact hours
complete and pass from written assignment and presentation

Click here to view the PFI’s Grading System

EQF/MQF Level: Level 7

Accreditation Category: Further Education Programme

Total ECTS: 5 ECTS

Award Institution: Pastoral Formation Institute

Qualifications: Applicants must possess a minimum of an MQF/EQF Level 6 or higher qualification. Kindly submit a copy of your highest qualification in the application form below.

Language: Applicants must have a basic understanding of Maltese and be proficient in English.

Digital: Applicants must know how to access and use the internet and use office suites.

Award in Helping Skills for Educators

03/05/2024

The Pastoral Formation Institute is licensed by MFHEA
(Licence #: 2013-FHI-023) as a Further and Higher Educational Institute. The Award in Helping Skills for Educators is accredited at EQF/MQF Level 6, as Further Education Programme.

The teaching profession entails a myriad of daily responsibilities both in and out of school hours, often leaving educators with little time for self-reflection. While the primary focus is on students’ well-being and academic success, this course offers educators the opportunity to learn how to prioritize their own well-being through self-care and self-awareness, thereby empowering them to better understand how their thoughts, feelings, and behaviours influence their interactions with students and colleagues. Participants will explore new methods of self-care, including effective emotional management techniques. These skills will enable them to nurture their professional relationships with students and colleagues while effectively managing stress.

By the end of the course, participants will:

Develop self-awareness and resilience.
Learn to detach emotions from students’ behavior.
Gain assertiveness skills.
Appreciate the importance of self-care.

Members of the school’s Senior Management Team
Head of Departments
Educators (Teachers, Kindergarten Educators, Learning Support Educators – LSEs)

Target Audience’s Age: 18+

Session 1: Cultivating emotional intelligence as a profession

Teachers can foster an effective learning environment by aiming to enhance their students’ knowledge and skills across various disciplines and talents. Educators with high emotional intelligence are more attuned to their students’ behavioural and psychological well-being, enabling them to address disruptive behaviours, monitor academic progress, and nurture interpersonal relationships effectively. They become adept at navigating the myriad challenges children face.

Throughout this session, teachers will develop emotional intelligence by monitoring their emotions, observing their behaviour, and taking responsibility for their feelings. They challenge the status quo in line with their convictions, recognize their emotional triggers, become more attuned to their sources of inspiration, and anticipate their emotional responses as they enhance their emotional intelligence. This process is facilitated by their trust in their intuition.

Session 2: Reflective practice as a tool to understand the teaching relationship with student

Reflecting on teaching can help educators understand how their students learn best and hold themselves accountable for their growth. By evaluating the strengths and weaknesses in their teaching, teachers gain insight into the factors that facilitate or hinder learning.

The reflection process also aids educators in gaining a deeper understanding of themselves and their teaching methods. Through self-questioning and self-assessment, teachers identify their strengths and areas for improvement. Reflection enables educators to recognize how they have contributed to others’ achievements and how this translates into practical learning scenarios.

Session 3: Connecting with students and understanding their emotions

Most teachers aim to foster strong connections with their students, yet it’s essential to maintain a balanced teacher-student relationship. This relationship is cultivated when a teacher attunes to the classroom atmosphere, discerns why students react differently, and identifies the most effective learning strategies for each individual. Such awareness enables teachers to focus on their teaching effectively.

Dealing with conflicts becomes more fruitful when students feel acknowledged and valued by their teacher, fostering an environment where they can openly discuss their concerns without fear of embarrassment or exclusion. Learning from mistakes is most effective in an environment where students feel safe and supported.

Teachers come to understand that students’ behaviour often reflects their own emotions rather than being a direct response to the teacher. This session aims to help teachers gain deeper insights into their students and maintain professional boundaries, thus avoiding personal entanglements with their students’ emotions.

Session 4: Maintaining practical strategies to manage anxiety and stress as an educator

Teaching is undeniably a demanding profession, requiring teachers to be emotionally resilient in order to support their students’ mental well-being effectively. The nature of the job entails standing in front of a classroom for extended periods, often bringing work home, and being evaluated based on criteria that may feel beyond one’s control. These challenges can be taxing for all educators, particularly those grappling with anxiety.

Through self-awareness, teachers begin to identify stressors in the classroom and gain insights into managing anxiety. This session aims to equip educators with healthy coping mechanisms to navigate the demands of their profession more effectively.

Session 5: Assertiveness skills – How and when to be assertive

There are certain characteristics commonly found in teachers who employ assertive skills, which may need to be cultivated even if they are not innate to the teacher’s personality. Although the term “assertive” might seem off-putting, an assertive teacher can maintain a warm demeanor with students while also establishing clear boundaries. This approach can help students develop crucial social skills. In this session, teachers will learn how and when to assert themselves effectively.

Session 6: Acknowledging and practicing self-care

The value and importance of self-care are relevant across all professions, yet it is more stigmatized in some than others. For instance, teachers may find it easier to encourage others to prioritize their health than to do so themselves. However, self-care is essential for teachers to maintain good mental health, especially considering the considerable energy they expend on others while often neglecting their own needs. Unfortunately, self-care is sometimes misunderstood and dismissed by educators as “selfish” or “superficial.” In reality, teachers who prioritize self-care serve as role models for the importance of maintaining a healthy lifestyle.

This course blends two forms of learning; in-person seminars (12 hrs) and recorded lectures (3 hrs) accessible on our VLE platform.

Seminar

Cultivating emotional intelligence

Reflective practice as a tool to understand the teaching relationship with the students

Connecting with students and understanding their emotions

Maintaining practical strategies to manage anxiety and stress as an educator

Assertiveness skills – how and when to be assertive

Acknowledging and practicing self-care

This course has two exit certificate options:

Certificate of Attendance

A Certificate of Attendance will be awarded to students who have attended at least 80% of the course’s contact hours.

Certificate of Participation

A Certificate of Participation will be awarded to students who have attended at least 80% of the course’s contact hours and pass from reflective journal.

Final Award: Award in Helping Skills for Educators

Teaching & Awarding Institute: Pastoral Formation Institute

Duration: 11 weeks

Applicants must hold an MQF/EQF level 5 or higher qualification in education, along with an MQF/EQF level 3 or higher qualification in both Maltese and English. Kindly submit a copy of your highest qualification in the application form below.

Award in Creating & Animating Prayer Spaces

21/11/2023

The Pastoral Formation Institute is licensed by MFHEA
(Licence #: 2013-FHI-023) as a Further and Higher Educational Institute. The Award in Creating and Animating Prayer Spaces is accredited at EQF/MQF Level 5, as a Higher Education Programme.

This course offers participants a comprehensive understanding of establishing and managing prayer spaces within diverse settings. Through theoretical insights and practical training, participants will gain the necessary knowledge and skills to create and oversee prayer spaces effectively. Additionally, the course provides a transformative journey for participants, fostering deeper connections with themselves, others, the world, and the divine through engaging with prayer spaces. Participants will learn to accompany others on their spiritual journeys, facilitating exploration of faith, spirituality, and life’s fundamental questions in a supportive and interactive environment.

Emphasizing the shift from mere functionality to a more meaningful existence, the course encourages participants to appreciate and reflect upon relationships, recognizing the profound impact of mindful engagement. Whether in educational institutions, community centres, workplaces, or outdoor settings, participants will explore the versatility of prayer spaces, understanding their potential to enrich lives and foster spiritual growth.

Click here to view and download a detailed course description

Define what a prayer space is;
Identify different age groups of children and young people attending the prayer space;
Communicate in different ways with children, young people, or adults according to their age, culture, and language during a prayer space;
Identify suitable interested members of the staff/personnel who are willing to form a team to prepare and animate prayer spaces in their respective schools;
Draw up a plan for planning, preparing, setting up, and running prayer spaces;
Report what educators and students said after they have experienced prayer spaces for themselves;
Evaluate what went well, identify difficulties and challenges in setting a prayer space;
Understand that at the most basic level, prayer spaces give students a way to reflect and develop reflective thinking skills in terms of the four key relationships: the self, others, the world, and God;
Make a connection between prayer spaces and other subjects

Reflect personally on a prayer space;
Plan a prayer space;
Prepare for the setting of prayer spaces;
Create simple and clear instruction cards, and prepare the resources related to the prayer space;
Set up the physical prayer space in any given space and/or venue.
Demonstrate a welcoming attitude to all children and young people of all faith and none who will be experiencing a prayer space;
Lead the children and young people to the safe, hands-on, creative prayer space and, when necessary, animate the prayer spaces;
Show a sense of accompaniment and being there for the person;
Operate with other members of staff who wish to give a helping hand before, during, and after the setting of a prayer space activity;
Recruit and train a prayer space team;
Run a Prayer Space;
Do a follow-up of a prayer spaces session.

This course is targeted at all those who wish to help children, young people, and adults grow in their prayer life, namely:

Educators,
Catechists,
Youth workers,
Youth leaders,
Youth ministers,
Religious counsellors,
Chaplains and lay chaplains,
Priests and religious.

Target Audience Age: 18+

Throughout the course, participants will have the opportunity to engage with prayer spaces first-hand.

Participants will be introduced to the concepts of prayer, spirituality, and religion. Participants will also become aware of the differences between superficiality and meaning-making, focusing on being, and the development of symbolic language.

Participants will explore the significance of prayer spaces, which embody spiritual, reflective, inclusive, professional, and Christian values.

Participants will learn that prayer spaces help individuals reflect and develop reflective thinking skills, viewing this process in terms of four key relationships: the self, other people, the world, and the sacred/divine. They will also learn that spirituality is inherent in everyone, and that God, in various ways, interacts with and cares for each individual.

Participants will learn how to initiate prayer spaces.

Participants will learn how to select and develop prayer activities aimed at the self, others, the world, and God, incorporating a variety of learning styles, including writing, listening, observation, reading, and hands-on activities.

Participants will learn how to recruit and train an effective prayer space team. Participants will learn to select individuals who embody qualities such as prayerfulness, inclusivity, reflection, professionalism, and safety. Additionally, participants will discover techniques for establishing a welcoming prayer space accessible to all visitors. They will also gain insights into collecting feedback and producing follow-up reports.

Click here to view and download a detailed course description

This course will take place on Mondays and Wednesdays from 5:00pm – 8:00pm

Date	Session
17th November 2025	Introduction to Prayer
19th November 2025	The Values of Prayer Spaces
24th November 2025	The Purpose of Prayer Spaces and Prayer Spaces Theology
26th November 2025	Preparing for the Setting of Prayer Spaces
1st December 2025	Creating Prayer Activities
3rd December 2025	Recruiting and Training a Prayer Space Team, Running a Prayer Space and Follow-up

Certification: 

This course has three exit certificate options:

Certificate of Attendance

To obtain a Certificate of Attendance, students must attend at least 80% of the course’s contact hours.

2. Certificate of Participation

To obtain a Certificate of Participation, students must attend at least 80% of the course’s contact hours and pass from short multiple-choice exam.

3. Certificate of Achievement

To obtain a Certificate of Achievement, students must:

attend at least 80% of the course’s contact hours
pass from short multiple-choice online exam
pass from written assignment

EQF/MQF Level: Level 5

Accreditation Category: Higher Education Programme

Total ECTS: 2 ECTS

Teaching and Awarding Institution: Pastoral Formation Institute

Qualifications: Every application will be considered on its individual merits. The Pastoral Formation Institute accepts a wide range of qualifications, and we always try to judge applications on the basis of academic potential. We do consider a very wide range of academic, vocational, and professional qualifications, as well as work and other appropriate experiences and skills. Kindly submit a copy of your highest qualification in the application form below.

Language: Primary level understanding of Maltese and English.

Digital: Knows how to access the internet and use a word processor.