Education – Pastoral Formation Institute

Prayer Spaces at Easter

04/11/2025

This course is eligible for the Get Formed! scheme, allowing students to reclaim 70% of their course fees upon completion. For more information, visit: https://pfi.edu.mt/get-formed/.

This experiential course invites participants to journey from the joy of Easter to the fire of Pentecost through themed Prayer Spaces. Students will first engage in the prayer spaces themselves, immersing in reflection on the themes of Easter. They will process their experience in small groups and then in a larger plenary discussion. Practical guidance and resources will then be provided to equip participants with the skills needed to create and lead meaningful prayer space encounters for others in their own settings.

This course is designed for all those who wish to help children, young people, and adults grow in their prayer life — namely, educators, catechists, youth leaders, youth ministers, religious counsellors, chaplains, lay chaplains, priests, and religious.

Target Audience Age: 18+

The course will take place on Saturdays from 9:00am to 12:00pm.

Date	Session
11th April 2026	From Encounter to Experience – Discovering Prayer Spaces as Pathways of Resurrection
18th April 2026	Co-Creating with God – Bringing Prayer Spaces to Life

This course has three exit certificate options:

1. Certificate of Attendance

The student will receive a Certificate of Attendance when attending a minimum of 80% of all contact hours for this course.

2. Certificate of Participation

The student will receive a Certificate of Participation when attending a minimum of 80% of all contact hours for this course and pass from short multiple-choice exam.

3. Certificate of Achievement

To obtain a Certificate of Achievement, students must attend a minimum of 80% of all contact hour and pass from a short multiple-choice exam and a reflective journal.

Language: Applicants must be proficient in both Maltese and English.

Digital: Applicants must be digitally literate particularly in the use of office suites and of the internet, to both of which they must have access.

Postgraduate Certificate in Pastoral Care and Chaplaincy in Schools

05/08/2025

The Pastoral Formation Institute is licensed by MFHEA
(Licence #: 2013-FHI-028) as a Further and Higher Educational Institute. The Postgraduate Certificate in Pastoral Care and Chaplaincy in Schools 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. €595.00 will be refunded for this course).

Schools provide a holistic environment that fosters the pursuit of truth, the development of healthy critical thinking, and the creation of spaces where individuals of diverse faiths can question, reflect, pray, and build communities of mutual acceptance. In this challenging yet enriching context, the balance of faith and reason, supported by pastoral and biblical theology, offers a solid foundation for School Pastoral Care and Chaplaincy.

Moreover, Pastoral Care and Chaplaincy in schools serve as bridges connecting faith with culture, and spirituality with the technocratic realm of contemporary society. The promotion of this mindset and its practical application are strengthened by empowering school leadership and pedagogy to embrace and uphold essential values, particularly Gospel values, which are crucial in our empirically driven, digitally oriented society.

This will be achieved through:

A deeper introduction to and study of the bridge between faith and reason, biblical and pastoral theology (Modules 1 and 2).
An in-depth understanding of the role of Pastoral Care and Chaplaincy in a pluralistic school environment through multiculturalism, inter-religious dialogue, and engagement with the technocratic realm (Module 3).
Insights from Pastoral Theology on building communion between human beings and with God (Module 3).
An appreciation for the need for spiritual accompaniment and the stages of spiritual development in young people, youth, and adults (Module 4).
The development of practical methods for designing, leading, and evaluating liturgical and religious activities (Module 4).
Professional ministry that enriches the school ethos, leadership, and pedagogy with values that enable transformative experiences, thus inviting course participants to evaluate and integrate the vision and values proclaimed (Module 5).

This course is open to all eligible individuals involved in the educational sector or with an expressed interest in working in this area.

Lectures will take place on Wednesdays, starting from 30 September 2026, from 3:30pm to 6:30pm at the Ta’ Mlit Pastoral Centre in Mosta.

You can access the full course calendar via the following link:

https://pfi.edu.mt/wp-content/uploads/2026/03/Pastoral-Care-Level-7-Timetable.pdf

Code	Mode of Delivery	Value
PFE7001	In-person (Face-to-Face Learning)	6 ECTS

Through this module participants will be able to explore the important logical and authoritative relationship between faith, revelation and reason all of which are the principal sources of Catholic living.

Code	Mode of Delivery	Value
PFE7002	In-person (Face-to-Face Learning)	6 ECTS

Through this module participants will be able to: Explore the application of Biblical theology within the framework of school pastoral care and within the School Chaplaincy setting. It aims to equip participants with a comprehensive understanding of how Biblical Narratives can inform and enhance pastoral care practices within educational settings. The module covers theological concepts, pastoral strategies and practical skills necessary for effective chaplaincy work in schools, focusing on the psychological, emotional, spiritual, and ethical development of students.

Code	Mode of Delivery	Value
PFE7003	In-person (Face-to-Face Learning)	6 ECTS

Our increasingly multicultural society and schools often lead to cultural misunderstandings and xenophobic sentiments due to a lack of knowledge. Schools, as microcosms of society, introduce students to diverse backgrounds, and educators in Pastoral Care and Chaplaincy have an ethical duty to create an inclusive environment that respects and values every individual, celebrates diversity, and fosters unity.

The rise in multiculturalism in schools presents a new challenge for educators, necessitating better preparation to fulfil their transformative role in society and reach out to all students, regardless of their creed, culture, or nationality. This module aims to inform and equip educators to create inclusive school environments that respect all students’ diverse backgrounds. Participants in this module will gain an understanding of how technology influences young people’s psychological and spiritual self-perception, interactions, and worldview. They will examine the impact of technological advancements, such as digital communication, social media, gamified environments, AI, and augmented realities, on youth. By analysing these trends, educators will gain insights into the challenges and opportunities that technology presents for young people. The module will also teach participants to critically analyse technology’s effects on culture, particularly youth culture, through the media ecology school and explore the technocratic paradigm’s impact on science, faith, and society using the theory of planned behaviour.

Code	Mode of Delivery	Value
PFE7004	In-person (Face-to-Face Learning)	6 ECTS

Living and mentoring through the right knowledge and skills the school ethos is a crucial aspect of school life for the benefit of the whole school community. The ethos gives the community the impetus it needs to promote a positive character formation. Within the framework of schools, the inspirational shepherding figure of Christ enables the school community to recognize each person’s unique gifts and encourages their personal development. The full collaboration and cooperation between the school community and the various interdisciplinary teams amongst them the School Pastoral Care, are necessary transformative mediums for the students’ holistic character development and formation as they can grow into principled, responsible individuals.

Code	Mode of Delivery	Value
PFE7005	In-person (Face-to-Face Learning)	3 ECTS

The seminar (weekend-based) at the beginning of the course is crucial, because, participants are introduced to each other, the topics chosen, revolve mainly around the need to be aware of oneself holistically within the venture of School Pastoral Care and Chaplaincy, the need of self-care, the need to equip oneself well with resilience, the importance of keeping the goals of Pastoral Care and Chaplaincy as the centre and sustenance of the whole mission in the school context.

Code	Mode of Delivery	Value
PFE7006	In-person (Face-to-Face Learning)	3 ECTS

The spiritual reflection day (based on a weekend) is a valuable opportunity for all participants to get in touch with the sacred within them, to evaluate their consciousness of their impact within the mission of School Pastoral Care and Chaplaincy through the use of various evaluation resources, and to share with the rest of the group their spiritual experiences.

This course has one exit certificate option:

Certificate of Achievement

To receive a Certificate of Achievement, the student must:

Attend a minimum of 80% of all contact hours for this course.
Complete and pass assessments for all modules.

LO1 – Competence

At the end of the course, participants will: • Critically engage with and articulate the ethical and philosophical dimensions of values upheld by Christian educators and students, as well as those from diverse belief systems or secular perspectives. Participants will develop a nuanced understanding of pluralism and cultivate dispositions of empathy, respect, and inclusivity, essential for fostering constructive dialogue and ethical conduct within contemporary, post-Christian educational contexts. • Demonstrate the capacity to communicate theological insights and embody the presence of the living God through interpretive engagement with Biblical narratives. This will support inclusive spiritual formation and affirm the inherent dignity of all individuals, irrespective of belief, gender, cultural background, or sexual orientation. • Confidently facilitate spiritual accompaniment for educators and students across a spectrum of faith traditions and secular worldviews. This will be achieved through the integration of theoretical knowledge, practical competencies, experiential learning, and collaborative reflection. • Apply advanced pedagogical strategies to integrate digital technologies in a discerning and ethically responsible manner. This will enhance their effectiveness in evangelization, educational leadership, and interpersonal engagement, particularly in relation to the evolving needs and characteristics of Generation Z and Generation Alpha.

LO2 – Knowledge

At the end of the module/unit the learner will be able to: – Critically define and evaluate the concept of Pastoral Care and Chaplaincy within educational settings, articulating its significance and multifaceted role in contemporary schooling. – Analyse the interplay between faith and reason, and demonstrate a comprehensive understanding of biblical and pastoral theology as foundational frameworks for spiritual and educational engagement. – Interpret and contextualize selected theological texts—including Scripture, Church teachings, and writings of the early Church Fathers—regarding the relationship between the Kingdom of God and the universal communion of humanity. – Demonstrate an informed understanding of strategies for cultivating inclusive communities that embrace cultural and religious diversity within educational environments. – Evaluate the principles and practices of value-based leadership, ethos, and pedagogy, and their impact on school culture and student development. – Critically assess the challenges and opportunities of living in a technocratic society, and propose balanced approaches to integrating technology with spirituality and authentic human experience. – Articulate a developmental understanding of spirituality across life stages—children (4–10 years), adolescents (11–16 years), and adults (18+)—and its implications for pastoral care and educational practice. – Design and implement enriched religious and liturgical experiences using creative artistic expressions, media, and digital technologies, tailored to the spiritual and developmental needs of children, youth, and adults within the context of school-based pastoral care and chaplaincy. – Compare and critique various leadership models relevant to Pastoral Care and Chaplaincy in Schools, identifying their theoretical foundations and practical applications.

LO3 – Skill

Critically evaluate and facilitate meaningful dialogue between diverse faith traditions and cultural contexts within the framework of Pastoral Care and Chaplaincy in Schools, promoting mutual understanding, inclusive spiritual engagement, and ethical responsiveness. • Illustrate the integrative vision offered by faith and reason, alongside Biblical and Pastoral Theology, in shaping both the theoretical foundations and practical applications of school-based pastoral care. • Articulate and respond to the complexities of multiculturalism, inter-religious dialogue, and the digital realities of contemporary society, demonstrating theological insight and pastoral sensitivity. • Develop and apply advanced communication and dialogue skills tailored to spiritual activities with youth (11–16 years) and adults (18+), while employing age-appropriate strategies for engaging with children (4–10 years). These skills will be deepened through the cultivation of spiritual accompaniment practices. • Appraise and integrate diverse artistic expressions, media, and digital technologies in the design and facilitation of religious and liturgical celebrations, ensuring relevance, creativity, and accessibility across age groups. To support these outcomes, learners will cultivate a range of advanced professional and reflective competencies, including: • Reflective skills – enabling deep personal and professional introspection, fostering spiritual discernment and ethical awareness. • Analytical, critical, and synthetic thinking – to assess complex pastoral scenarios, integrate theological and educational insights, and formulate coherent, context-sensitive responses. • Leadership and collaborative skills – to promote inclusive, value-driven school cultures and lead initiatives that support spiritual and emotional well-being. • Interpersonal and listening skills – to build trust, offer compassionate support, and respond empathetically to the diverse needs of students and staff. • Planning and implementation skills – to design, execute, and evaluate effective pastoral programmes and chaplaincy activities within educational settings.

Language: Applicants must be proficient in both Maltese and English.

Digital: Applicants must be digitally literate particularly in the use of office suites and of the internet, to both of which they must have access.

Previous courses / training:

– Minimum Level 6 or equivalent as determined by the Course Director Or

Students who have fully completed and passed the Award in Pastoral Care and Chaplaincy in Schools (MQF Level 6) and expressed interest in Pastoral Care in Schools.

For courses offered in face-to-face learning and blended learning, it is required that applicants reside in the Maltese islands and use their Maltese address in their application form.

For further information regarding visa requirements, see Identity Malta’s VISA requirements for third-country nationals.

CPD – Il-katekeżi għat-tfal u l-pre-adolexxenti b’diżabilità

29/07/2025 Ta' Mlit

Il-kors huwa maħsub biex joffri formazzjoni bażika lill-katekisti li fil-ministeru tagħhom, iservu lit-tfal u pre-adolexxenti b’diżabilita’. L-ewwelnett, permezz tal-kors, il-katekisti għandhom jakkwistaw għarfien bażiku tar-realtajiet differenti li jikkaratterizzaw diżabilitajiet diversi. Ma’ dan, il-katekisti jakkwistaw ukoll għarfien dwar kif huma għandhom jirrelataw ma’ dawn il-persuni u kif għandhom ikunu wkoll ta’ appoġġ għall-familji tagħhom. Dan huwa pass essenzjali biex il-ħidma kateketika fil-qasam, tgħin lil dawn it-tfal jagħmlu esperjenza ta’ fidi fi ħdan il-komunita’ ekkleżjali.

Dan ma’ jistax isir jekk ma jinkisibx għarfien rigward il-metodi u r-riżorsi addattati għall-ħidma kateketika ma’ dawn it-tfal u l-familji tagħhom. Il-kors għandu wkoll jiżgura li l-katekisti ikunu aktar sensibbli għall-bżonnijiet ta’ dawn il-persuni fejn tidħol l-animazzjoni tat-talb u ċ-ċelebrazzjoni tas-sagramenti.

Fl-aħħarnett, il-kors għandu jinkoraġġixxi, isaħħaħ u jifrex dejjem aktar il-prattiċi tajbin li sa issa diġa qegħdin jiġu mħaddma fil-ħidma kateketika madwar id-djoċesi.

Katekisti u persuni oħra interessati fis-suġġett.

Target Audience Age: 18+

Il-kors ser isir is-Sibt mid-9:30am sa’ 12:00pm Ta’ Mlit.

Data	Sessjoni
25 ta’ Ottubru 2025	L-għarfien tal-esperjenza tad-diżabilità fit-tfal u l-pre-adolexxenti
10 ta’ Jannar 2026	Kif nirrelataw mat-tfal u l-pre-adoloxxenti b’ diżabilità u kif insostnu lill-familji tagħhom
21 ta’ Frar 2026	L-edukazzjoni u l-animazzjoni tat-talb u l-liturġija għat-tfal u l-pre-adolexxenti b’diżabilità
18 ta’ April 2026	Riżorsi u Metodi fil-preparazzjoni għas-Sagramenti għat-tfal u l-pre-adoloxxenti b’diżabilità
9 ta’ Mejju 2026	Good practices fil-parroċċi fil-qasam tal-katekeżi mat-tfal u l-pre-adoloxxenti b’diżabilità

Dan il-kors għandu żewġ għażliet ta’ ċertifikati:

1. Ċertifikat ta’ Attendenza

Sabiex tikseb Ċertifikat ta’ Attendenza, l-istudenti huma meħtieġa jattendu 80% tas-sessjonijiet tal-kors.

2. Ċertifikat ta’ Parteċipazzjoni

L-istudent jirċievi Ċertifikat ta’ Parteċipazzjoni meta (minbarra li jissodisfa l-kriterji ta’ attendenza ta’ hawn fuq) itemm b’suċċess valutazzjoni qasira online.

Lingwa: L-applikanti għandhom ikollom fehma tal-Malti u jkunu fluwenti fl-Ingliż.

Teknoloġija diġitali: L-applikanti huma meħtieġa li jkunu fluwenti fl-użu tad-dinja diġitali, inkluż li jkunu jafu kif jaċċessaw l-internet u jużaw office suites bħal Microsoft Word.

Journey with the Psalms

14/05/2025

This course is eligible for the Get Formed! scheme, allowing students to reclaim 70% of their course fees upon completion. For more information, visit: https://pfi.edu.mt/get-formed/.

This course invites participants to explore the timeless wisdom of the Book of Psalms as a guide for spiritual depth and reflection throughout life’s journey. As such, the programme delves into the Psalter as the Bible’s prayer book (cf. CCC 2587). Through prayer and personal reflection, participants are encouraged to internalise this knowledge, deepening their spiritual understanding of the Psalms and their relevance to both the joys and challenges of life.

Pastoral Workers involved in general ministry.
Christians committed to continual growth in their relationship with God, who, however, have little to no experience in the formal study of prayer.

Target Audience Age: 18+

The course will take place on Wednesdays from 6:00pm to 8:00pm

Students have the option to join this course online via Zoom

15th April 2026	Introduction to the Book of Psalms
22nd April 2026	Psalms of Wonder and Trust
29th April 2026	Psalms of Seeking and Calling
6th May 2026	Psalms of Ascent and Descent – Perseverance in the journey
13th May 2026	Psalms of Thanksgiving and Wisdom
20th May 2026	Psalms of Trust and Hope

This course has two exit certificate options:

1. Certificate of Attendance

The student will receive a Certificate of Attendance when attending a minimum of 80% of all contact hours for this course.

2. Certificate of Achievement

To obtain a Certificate of Achievement, students must attend a minimum of 80% of all contact hour and pass from the assignment.

Language: Applicants must be proficient in both Maltese and English.

Digital: Applicants must be digitally literate particularly, in use of office suites and internet access.

Growing in the Franciscan Way

13/05/2025 Various

This course offers a deepening exploration of Franciscan spirituality through key themes and figures that shaped the Franciscan movement. Building on the foundations of St Francis’ life and teachings, participants will engage with the spiritual journeys of St Clare and the 2nd Order, the emergence of the 3rd Order, and the lived experience of Franciscan values in contemporary life. Special focus will be given to Francis’ relationship with the Eucharist, the Holy Spirit, and the Blessed Virgin Mary, while also reflecting on how the Franciscan vision continues to inspire efforts toward justice, peace, and care for the vulnerable. The course will highlight the relevance of the Franciscan charism as a model for renewal in the Church today.

This course is designed for Franciscan Collaborators and individuals interested to explore and deepen their knowledge in Franciscan Spirituality.

Target Audience Age: 18+

October 2025

Date and Time	Session	Venue
11th October 9:30am – 12:30pm	Clare and the Monastic Life (the 2^nd Order)	St. Clare’s Monastery San Gwann
14th October 6:00pm – 8:00pm	Saint Francis and the Blessed Virgin Mary	ĊAK, Birkirkara
21th October 6:00pm – 8:00pm	The Rules of St. Clare and the 3^rd Order	ĊAK, Birkirkara
28th October 6:00pm – 8:00pm	The Inspiration of Saint Francis; a model for the Church	ĊAK, Birkirkara

November 2025

4th November 6:00pm – 8:00pm	The 3^rd Order and the Secular Franciscan Order	ĊAK, Birkirkara
8th November 9:30am – 12:30pm	Seminar	Convent of the Capuchins, Kalkara
11th November 6:00pm – 8:00pm	Social Communication and the Franciscan Spirituality	ĊAK, Birkirkara
18th November 6:00pm – 8:00pm	St Francis and the Eucharist	ĊAK, Birkirkara
25th November 6:00pm – 8:00pm	The role of the Holy Spirit in the life of Saint Francis	ĊAK, Birkirkara

December 2025

2nd December 6:00pm – 8:00pm	The Franciscan ideal for more just social systems	ĊAK, Birkirkara
9th December 6:00pm – 8:00pm	Important figures inspired by Saint Francis	ĊAK, Birkirkara

January 2026

17th January
9am – 12:30pm

Closing Seminar

Burmarrad Parish House

This course has three exit certificate options:

1. Certificate of Attendance

The student will receive a Certificate of Attendance when attending a minimum of 80% of all contact hours for this course.

2. Certificate of Participation

The student will receive a Certificate of Participation when attending a minimum of 80% of all contact hours for this course and pass from short multiple-choice exam.

3. Certificate of Achievement

To obtain a Certificate of Achievement, students must attend a minimum of 80% of all contact hour and pass from a short multiple-choice exam and a presentation.

Language: Applicants must be proficient in both Maltese and English.

Digital: Applicants must be digitally literate particularly, in use of office suites and internet access.

Award in Safeguarding Children and Vulnerable Adults

07/04/2025

The Pastoral Formation Institute is licensed by MFHEA
(Licence #: 2013-FHI-028) as a Further and Higher Educational Institute. The Award in Safeguarding Children and Vulnerable Adults is accredited at EQF/MQF Level 4, as a Higher Education Programme.

The short course – Safeguarding Children and Vulnerable Adults will assist staff and volunteers in recognising the key principles of safeguarding and in creating a safe environment for children, young people and vulnerable adults.

Employees and volunteers working with children and vulnerable adults and handling their data.

October – November 2026

Lecturing Period

Mode of Delivery	Date & Time	Venue
In-person	17th October 2026 from 9:00am to 12:00pm	Ta’ Mlit Pastoral Centre, Mosta
Recorded Material	17th – 31st October 2026	Recorded videos will be accessible online via our Moodle VLE platform

Assessment Period

Assessment	Available From	Due by
Short Multiple-Choice Online Exam	17th October 2026	31st October 2026
Reflective Journal	17th October 2026	17th November 2026

LO1 – Competence

By the end of the programme, the learner will have acquired a good enough combination of the below mentioned skills and knowledge, so much so that s/he will be competent enough to provide an emotionally, mentally and spiritually safe working environment for children and/or vulnerable adults; can recognise and deal with different signs of abuse; can comply with national laws, policies and procedures concerning safeguarding and can refer and collaborate with professionals in the field to ensure that the person in question is not being abused.

LO2 – Knowledge

By the end of the programme, the learner will be able to: a) identify the principles of safeguarding; b) familiarise himself/herself with safeguarding policies; c) identify signs and symptoms of different types of abuse; d) know the disclosures of abuse; e) know the legal obligations related to the Protection of Minors; (Registration) Act (2011) and the Minor Protection (Alternative Care) Act (2019).

LO3 – Skill

By the end of the programme, the learner will be able to: a) practice the principles of safeguarding; b) practice professional boundaries; c) use a standard response to a disclosure of abuse; d) be able to recognise signs and symptoms of different types of abuse; e) identify the actions to take if you have a concern and also identify who can help;

This course has three exit certificate options:

Certificate of Attendance

A Certificate of Attendance will be awarded to students who:

attend the in‑person session,
watch all the recorded material, and
do not submit any course assessments.

Certificate of Participation

A Certificate of Participation will be rewarded to students who:

attend the in‑person session,
watch all the recorded material, and
submit and pass a short online multiple‑choice examination

Certificate of Achievement

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

attending the in‑person lecture and completing all online videos,
submit and pass a short online multiple‑choice examination
submit and pass a short reflective journal.

Students who obtain the Certificate of Achievement will also receive an MFHEA‑recognised certificate and transcript at MQF Level 4 (1 ECTS credit).

Click here to view the PFI’s Grading System

Awarding Body: Pastoral Formation Institute

There are no qualifications required for this course. The only requisites are:

Language competences: The student is required to have an end of primary school level of understanding of Maltese and English.

Digital competences: The student is required to be digitally literate, including knowing how to access the internet and use a word processor.

This course is mandatory requirement for all staff and volunteers working for the Church in Malta and part of the Safeguarding Clearance Certificate.

Creative Ministry for Christian Outreach – Puppeteering, Storytelling, Scripting, and Science Experiments

21/03/2025

This course is eligible for the Get Formed! scheme, allowing students to reclaim 70% of their course fees upon completion. For more information, visit: https://pfi.edu.mt/get-formed/.

The starting date was changed to 5th January 2026.

This interactive in-person course is designed to equip participants with creative tools to engage and inspire audiences through puppeteering, storytelling, scripting, and science experiments. Rooted in Christian principles, the course integrates hands-on learning to help participants effectively share biblical messages and Christian values in dynamic and memorable ways. Each lecture provides a practical and immersive experience that fosters creativity, communication skills, and spiritual growth.

• Sunday school teachers / catechists.

• Youth group leaders.

• Christian educators and parents.

• Anyone interested in creative ministry tools.

This course consists of four lectures on Mondays and Wednesdays from 6:00pm till 8:00pm and a concluding seminar from 5:00pm till 8:00pm at Ta’ Mlit Pastoral Centre, Mosta.

Date	Session
5th January 2026	Puppeteering for Christian Ministry
7th January 2026	Storytelling with a Christian Perspective
19th January 2026	Scripting for Faith-Based Performances
21st January 2026	Science Experiments as Biblical Illustrations
11th March 2026	Seminar

This course has two exit certificate options:

1. Certificate of Attendance

The student will receive a Certificate of Attendance when attending a minimum of 80% of all contact hours of this course.

2. Certificate of Achievement

The student will receive a Certificate of Achievement when (in addition to meeting the attendance criteria above) they successfully completed the presentation and submitted a brief summary of the main points covered.

Language: Applicants must be proficient in both Maltese and English.

Digital: Applicants must be able to access the internet and use office suites.

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-028) 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.

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.

TBA

Students have the option to join this course online via Zoom

Date	Session
TBA	The AI Landscape
TBA	Interacting with AI
TBA	Student Safety in Using AI
TBA	AI Ethics and Morality
TBA	Integration Strategy for AI in Education
TBA	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

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.

Living Beyond Sunday

09/05/2024

This course is eligible for the Get Formed! scheme, allowing students to reclaim 70% of their course fees upon completion. For more information, visit: https://pfi.edu.mt/get-formed/.

NEW DATES AND FORMAT. SCROLL DOWN TO LEARN MORE.

Our relationship with God is not supposed to stay within the walls of our parish church when we leave after Sunday Mass. Instead, ‘the mass is ended go in the peace’ is an exhortation so that what we received during mass transform our hearts, our families, our homes, and our schools into a welcoming place to encounter Christ until we gather again the following Sunday to be strengthened and sent forth once again.

In this new course Living Beyond Sunday, we aim to share ideas to help parents and all those working with children make their time together a place of encounter with God–a place where saints are being made; it shares how to foster holiness in all the little everyday moments in Catholic life starting from the spiritual pedagogy and moving on to giving practical ways to celebrate this based on the premise that with little attempts, creativity, effort, and adaptations, it is possible to make that which we live during liturgy appealing, meaningful and have a powerful impact on the children.

Pastoral workers helping in children’s ministry, chaplaincy teams in schools, parents, catechists, leaders of family groups and those interested in the subject.

Target Audience Age: 18+

The course will take place on Saturdays from 9:00am – 12:30pm

Students have the option to join this course online via Zoom

Dates	Session
25th October 2025	Introduction: Children’s Spirituality and their relationship with God Introduction to the Liturgy & Liturgical Year Fundamentals of Liturgy Preparation
22nd November 2025	Advent and Christmas Ordinary time & Saints
7th February 2025	Lent and Easter Triduum Easter Ordinary Time and Celebrating Saints

This course has two exit certificate options:

1. Certificates of Attendance

The student will receive a Certificate of Attendance when attending a minimum of 80% of all contact hours for this course.

2. Certificate of Achievement

The student will receive a Certificate of Achievement when attending a minimum of 80% of all contact hours for this course and pass from the hands-on project.

Language: Applicants must be proficient in both Maltese and English.

Digital: Applicants must be digitally literate particularly, in use of office suites and internet access.

Award in Helping Skills for Educators

03/05/2024

The Pastoral Formation Institute is licensed by MFHEA
(Licence #: 2013-FHI-028) as a Further and Higher Educational Institute. The Award in Helping Skills for Educators is accredited at EQF/MQF Level 6, as a Higher 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

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.

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.