EPLO Valletta at the Unconventional Science Careers Days 2025

At the end of November, EPLO Valletta brought hands-on EU policymaking to students in the Unconventional Science Careers Days 2025 event, during the two-day event held on 27–28 November organized by the Malta Chamber of Scientists at the University of Malta.

Although many people associate science only with laboratory work, Unconventional Science Careers showed that STEAM (Science, Technology, Engineering, Arts, and Mathematics) fields have a much broader dimension. Students had the opportunity to learn about environmental monitoring, engineering design, digital manufacturing, medical imaging, science communication, environmental protection, and other unconventional fields. Our representation can also be included among these perhaps atypical fields.

As Dr Danielle Martine Farrugia, Senior Executive in Science Engagement at the University of Malta, explained, “Getting in touch with science from a young age nurtures curiosity, builds confidence, and helps students understand that scientific thinking isn’t limited to textbooks or laboratories; it’s a way of exploring and making sense of the world around them. Events like this allow young people to experience science as exciting, creative, and accessible, while also fostering critical thinking skills that empower them as active citizens.” Her words accurately describe the aim of the event.

As part of our contribution, we delivered an interactive role-play workshop, as the representative of the European Parliament, that invited students to step directly into the world of EU policymaking. We prepared a mini model of the European Parliament for them. Participants took on the roles of parents, teachers, AI developers, and Members of the European Parliament, debating one central and timely question:

Should schools allow the use of AI?

The workshop showed them how complex policymaking can sometimes be, how it balances innovation, risk, and the protection of vulnerable groups, such as children. Thanks to the different roles, students were able to see the same problem from different perspectives and understand how these perspectives influence decision-making itself. Their involvement in democratic decision-making and their creative ideas for fair, safe, and innovative rules for the use of AI in schools were inspiring, and sometimes surprising, considering they came from 11- and 12-year-old students.