An interesting report which delves into the academic world at the University of Malta specifically has been published by the University’s students council.

The Post Covid-19 Academic Strategy looks into various facets of how the educational experience can evolve as we emerge from the pandemic.

The report, which was drafted before the start of this academic year, reads that despite the perils and difficulties that came with online learning, be it academically or psychologically, “students have become accustomed to an online model of learning and assessment. Thus, a transition back to physical learning might pose even more uncertainty and ambiguity which KSU believes needs to be addressed.”

Indeed, a survey done amongst students in larger courses showed that 75% of respondents would prefer returning to a hybrid system given the large cohorts, whilst 25% are comfortable returning to fully-functional in-person learning.

These are interesting results, particularly as the initial impression seemed to be that a physical return should be the priority above all-else so that students can get the full University experience.

Maintaining that physical presence at the University is important: University-life is much more than just attending lectures.  The social side, and the student activism side, are both supremely important for the development of certain skills which could ultimately prove valuable in later life.

The results also perhaps show a certain level of pandemic hesitancy still being present in students’ minds, but also a desire for increased flexibility.

Another most interesting finding from this survey was how the vast majority (80% of respondents) said they prefer open-book or online examinations to traditional examinations.

To set aside this misconception before anything else: an open-book exam is not, or at least should not be, a simple conventional exam.  The questions in such exams are not those which we are used to from our educational system which promotes statement regurgitation from a given book or passage.

Open-book exams are generally characterised by questions which are more based on critical-thinking.  The idea is that one can use the contents of the said book or notes in order to aid one make their critical argument on whatever the topic at hand is, rather than to just simply state fact.

A shift towards such exams – which are frequently utilised at Universities abroad – could be a stepping-stone towards a much needed shift and emphasis on critical thinking.

In such a manner, it will be those who can interpret and make a sound argument based on facts who are rewarded for their work, not those who can memorise a passage or a set of information best.

KSU’s report is an important one which, if its contents are heeded, could well provide a solid foundation for some much-needed changes to our educational system.