Libyan Journal of Educational Research and E-Learning (LJERE)
The Libyan Journal of Educational Research and E-Learning (LJERE) (ISSN: 3105-3556), published by the Libyan Association for Research in Education and E-learning, is a double-blind, peer-reviewed, open-access academic journal. We are dedicated to publishing high-quality, original research that advances the fields of education and e-learning. With ISSN (ISSN: 3105-3556), our mission is to provide a platform for scholars and practitioners to share research on educational methodologies, pedagogical innovation, and the use of technology in teaching and learning. LJERE publishes two issues annually. Our scope is broad, covering research on e-learning, AI in education, teacher training, special education, and educational policy. We also welcome studies related to the education of various subjects, including Biology, Computer Science, Mathematics, Physics, Chemistry, English and Arabic Languages, and Fine Art Education. We are committed to fostering a global community of researchers and contributing to the improvement of educational practices.
Libyan Association for Research in Education and E-learning
Educational Objectives and Their Role in Raising the Level of the Educational Process and Improving Learning Outcomes
Having a goal in the lives of institutions or individuals helps in achieving it, provided that the goal is well-defined and formulated. In the field of education, a goal is defined as the changes we expect to occur in the personalities of learners. Goals are of great importance in achieving the objectives of the educational process, including determining the level of achievement of learners and assessing the success or failure of any element of the educational process. Educational scholars have divided goals into general and specific goals. General goals are characterized by certain features, the most important of which is their universality; that is, they are not limited to a specific scientific field or educational stage. Furthermore, their formulation is not the sole responsibility of specialists in the field of education, but rather involves specialists in other fields. Other sectors of society also participate in achieving these general goals. The other category is specific goals. The most important sources for deriving goals are the aptitudes, abilities, and interests of learners, the general objectives of the subject matter, and previous experiences in the field of educational goals. Educational scholars have also classified educational goals into three domains: The cognitive domain, which includes goals that express the learning of knowledge and information at its various levels. The affective domain, which deals with the emotional and sentimental aspects related to the learner's acceptance, rejection, or aversion to certain things. The motor domain, which deals with objectives that translate into skills such as hand-eye coordination and the use of other senses.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
The Effectiveness of a Program Based on the Theory of Inventive Problem Solving (TRIZ) in Developing Creative Written Performance Among Eighth-Grade Basic Education Students in Misrata City
This study aims to investigate the effectiveness of a program based on the Theory of Inventive Problem Solving (TRIZ) in developing creative writing performance skills among eighth-grade students in basic education. To achieve this objective, the researcher adopted the experimental method. The study sample consisted of 78 students from Musab Bin Omair Basic Education School during the second semester of the 2024–2025 academic year. The students were intentionally selected and divided into two groups: a control group (39 students) taught using the traditional method, and an experimental group (39 students) taught using the TRIZ-based program. Two instruments were employed: a questionnaire on creative writing performance skills to identify the skills of the study sample, and a creative writing performance skills test. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) to conduct all statistical procedures and verify the validity and reliability of the tools. In addition, a teacher’s guide for instruction based on TRIZ was utilized. The findings revealed the effectiveness of the TRIZ theory in enhancing creative writing performance skills among eighth-grade students in basic education. Based on the results, the researcher provided several recommendations and proposed future studies .
Social media and its impact on cultural identity from the perspective of self among university students: A field study of a sample of students from the Faculties of Law and Medicine at the University of Benghazi
The study aimed to determine the significance of statistical differences in the level of cultural identity according to the intensity of university youth's use of social networking sites. cultural identity was measured according to four dimensions: national identity, religious identity, social identity, and cultural heritage. The study also aimed to measure the self-perspective and the concept of cultural identity according to its four dimensions among university youth. the researchers used the descriptive approach. and the study sample included (145) male and female students from the Faculties of Law and Medicine at the University of Benghazi the questionnaire form and scales were also used as tools to collect data. The study found a low level of self-perception among university students .and level of cultural identity in its three dimensions (cultural heritage, social identity, and national identity) was low ,while the level of religious identity was high .the study found that there is a direct relationship between self-perspective and cultural identity among sample members .the study showed the weak influence of social networking sites on the cultural identity of university youth.it was found that there were statistically significant differences in the cultural heritage dimension only ,and its effect was( 4.3%) .
The Effectiveness of Using Divergent Thinking as an Educational Tool in Developing Analysis, Synthesis, and Evaluation Skills among Seventh Grade Students in Basic Education in Geography Subject in Bani Walid – Libya
This study aimed to investigate the effectiveness of divergent thinking as an educational tool in developing higher-order thinking skills—specifically analysis, synthesis, and evaluation—among seventh-grade students in basic education in the subject of geography in Bani Walid, Libya. To achieve this objective, the researcher employed a quasi-experimental method using the two-group design: experimental and control. The study sample was purposefully selected from Al-Ikhlas Basic Education School in Bani Walid and consisted of (60) students, who were equally divided into two groups. The experimental group (30 students) received instruction using divergent thinking strategies, while the control group (30 students) was taught through traditional methods. An achievement test was developed to measure the targeted skills, and its validity and reliability were verified using appropriate statistical procedures. After implementing the experimental treatment and analyzing the results, findings revealed statistically significant differences between the mean scores of the two groups in the three skills, in favor of the experimental group. This indicates the effectiveness of divergent thinking in developing analysis, synthesis, and evaluation skills. The study recommends integrating divergent thinking strategies into school curricula and training teachers to employ them in classroom situations, especially in subjects that require higher-order cognitive skills such as geography, as this contributes to improving the quality of education within the Libyan context.
Exploring The Effect of Social Media on Improving Libyan Students' Speaking Skills
The present study aims to discover the effect of social media on Libyan students' performance in speaking skills. In addition, it is aimed to explore how Libyan students are affected by social media in improving performance in speaking skills as well as to identify the most familiar types of social media used by Libyan students in improving their performance in speaking skills. This study used a quantitative method. A closed-ended questionnaire was used in this study. The questionnaire consists of three sections. The researcher obtained the data by gathering the data from the questionnaire that was displayed descriptively to answer the research questions. The participants were twenty-five Libyan students studying in the fourth year at English language department, Faculty of Education, Mesalata, Elmergib University during the academic year 2024-2025. Seven participants were male and eighteen participants were female. This study revealed that Libyan students are affected by using the social media in improving their performance in speaking skills. The findings also showed that the use of social media helped Libyan students learning new words, improving their pronunciation and overall performance and distinguishing different accents in English. Additionally, The researcher concluded that Libyan students are significantly affected by Facebook and YouTube platforms, which are the most familiar among them.
The Role of Environmental Education in Enhancing Environmental Awareness among Citizens
This study aims to examine the role of environmental education in enhancing environmental awareness among citizens by analyzing the concept of environmental education, the dimensions of environmental awareness, and the major challenges facing its implementation in educational institutions. The study employed a descriptive-analytical approach and drew on a range of relevant international and Arab studies. The findings indicate that environmental education plays a fundamental role in developing environmental awareness across its three dimensions: cognitive, affective, and behavioral. It contributes to expanding individuals’ knowledge of environmental issues, fostering positive attitudes toward the environment, and encouraging sustainable practices and behaviors. The results further reveal a positive correlation between environmental education and students’ environmentally responsible behavior. However, the study identifies several challenges, including insufficient resources, inadequate teacher training, and weak community partnerships. The study recommends updating environmental education content, strengthening collaboration between educational and community institutions, and expanding awareness programs to support sustainable environmental development and enhance community participation in environmental protection.
The Effectiveness of Implementing Quality Assurance Systems in Improving the Performance of Faculty Members in Yemeni Universities (Public and Private)
This study aims to identify the effectiveness of quality assurance systems in improving the performance of faculty members at Yemeni public and private universities. The researchers employed a descriptive-analytical approach, and data were collected from a sample of 220 faculty members representing four Yemeni universities (two public and two private) during the 2024/2025 academic year. questionnaire consisting of 35 items distributed across five dimensions was used. The validity of the instrument was verified through face and expert validity, and its reliability was confirmed with a Cronbach’s Alpha coefficient of 0.87. The results revealed a intermediate level of system effectiveness (3.41). No statistically significant differences were found at the 0.05 level attributed to gender or academic rank, while statistically significant differences appeared concerning the type of university in the domain of university leadership, favoring private universities. The study recommended strengthening the implementation of quality assurance systems in public universities and intensifying continuous training programs.
Mobile-assisted Language Learning (MALL) at the Advanced Level: A Qualitative Study of Learner Practices and perceptions
Mobile-Assisted Language Learning (MALL) is changing the way advanced language learners' study, but there remains a limited understanding of how high-level learners use mobile resources in a strategic and personal way. Qualitative studies often concentrate on the effectiveness of particular applications for isolated abilities; however, this study fills a significant void by offering a qualitative, comprehensive analysis of the learner's perspective. This study examines the lived experiences, autonomous behaviours, and perceived opportunities and obstacles associated with mobile device usage among advanced English language learners. Utilising a qualitative methodology with semi-structured interviews, data were collected and subjected to theme analysis. Findings indicate that advanced learners construct tailored, intricate MALL ecosystems, utilising resources such as AI chatbots, corpus databases, and social media to address specific domains including pragmatic competence, collocational correctness, and fluent oral production. Key themes include how mobile devices may help students become more independent, how they can help them get involved in real communities of practice, and how they can help them deal with cognitive overload and the need for more advanced self-regulation skills at the same time. The study finds that for advanced MALL to be genuinely effective, pedagogical support must evolve to assist learners in strategically incorporating these potent, yet intricate, digital tools into their language acquisition processes. This study provides significant insights for educators, curriculum developers, and creators of language learning tools.
Mobile-Assisted Language Learning (MALL)
The Impact of Peer Interaction on Extensive Reading Engagement: A Study of English Department Students at the Faculty of Languages, Elmergib University
For many years, Extensive Reading (ER) has been an important part of language learning. It is praised for its ability to improve reading fluency, vocabulary, and overall language skills by letting students read a lot of understandable, self-chosen literature over a long period of time. Day and Bamford (2002) made it very clear that extensive reading (ER) is a personal and emotional activity, with student choice and enjoyment of reading being the most important factors. This method, while effective, often envisioned the reader in isolation. A substantial paradigm shift has transpired, propelled by the recognition that learning is fundamentally social. Based on Vygotsky's (1978) sociocultural theory, an increasing amount of research convincingly asserts that the strategic incorporation of student interaction is not a deviation from the fundamental principles of ER, but rather a significant enhancement. This comprehensive review consolidates the evolving literature, analysing the theoretical foundations, various modalities, and empirical evidence illustrating how interaction transforms ER from a solitary act into a dynamic, collaborative process that significantly enhances motivation, deepens understanding, promotes critical thinking, and establishes a community of practice
The Acculturation of Globalization and Its Relationship to Harmonious Interaction among Students at the University of Tripoli: The Faculty of Education, Janzour as a Model
The issue of achieving full positive harmonious interaction among the University of Tripoli students is intertwined with the lived university environment influenced by the cultural aspects of globalization. This era, filled with information technology that is linked to the educational process and the knowledge society, presents various challenges in this environment. These include issues related to evolving cultural elements, communicative reasoning, social justice, student rights, psychological safety, harmonious interaction, and the pressure of daily student life in a world dominated by globalization. Understanding globalization and its relationship with harmonious interaction among university students requires precision, meticulous analysis, and a detailed understanding of all related variables. The rapid evolution of information technology and globalization has led to significant changes in students’ habits and traditions, influencing their view of the world and everything around them, their behaviours, their learning strategies, and how they receive, process, and transfer information. This study aims to explore the reality of the university environment shaped by globalization and its impact on achieving positive harmonious interaction among students at the University of Tripoli, focusing specifically on the College of Education in Janzour as a representative model. The importance of this study lies in both its personal and social significance. On a personal level, every university student has the right to become a fully developed individual who can achieve their goals in a supportive and responsive environment. This environment should address their diverse needs, develop their potential, and provide them with the psychological balance, stability, and openness needed to interact harmoniously with the outside world. On the social level, the study aims to instill in students a sense of responsibility, harmonious interaction, social balance, and friendly competitiveness. In addition, it emphasizes the need to prepare students to adapt and thrive in changing global environments, aligning with the belief that the future generation needs to be equipped to live in a different world from their parents and ancestors. The study seeks to determine if a statistically significant difference exists between the globalization culture and harmonious interaction among students at the University of Tripoli, College of Education in Janzour, by examining it through two dimensions: the vertical dimension representing the cultural aspects of globalization, and the horizontal dimension reflecting the harmonious interaction. The results indicated statistically significant differences between globalization culture and harmonious interactions based on the responses obtained from the study sample at the College of Education Janzour that were observed across all variables of the study
The Role of the Social Worker in Reducing School Bullying: Causes, Effects, and Professional Intervention
This study aimed to explore the school social worker's perspective on the problem of school bullying, including its causes, resulting psychological and social effects, and the educational measures adopted to reduce its prevalence in the school environment. The study adopted the analytical desk research methodology, analyzing relevant literature, theories, and previous studies on the phenomenon. Findings indicated the widespread prevalence of bullying in international and local schools, with multiple contributing factors, including family factors (such as domestic violence and parental conflict), personal reasons (such as boredom or anxiety), school and psychological factors, and those related to media and technology. The study also highlighted the negative effects of bullying on the victim (such as anxiety, depression, low self-confidence, and poor academic achievement) , and on the bully (such as addiction and involvement in criminal acts). The study concluded that the social worker views bullying as a product of interacting biological, psychological, and environmental factors. It proposed therapeutic and preventive measures focusing on individual and group counseling, talent development, and involving students in sports and social activities as aftercare programs to reduce and modify bullying behavior
School bullying and its impact on students' psychological and social adjustment, and the role of the social worker in confronting it
This research addresses the phenomenon of school bullying as a serious behavioral problem threatening students within the educational environment. It negatively impacts their psychological and social adjustment, causing serious psychological disorders such as anxiety, depression, social isolation, low self-confidence, and difficulty interacting with others. The research aims to identify the widespread manifestations and forms of school bullying, uncover the psychological and social factors that contribute to its emergence, clarify its impact on students' psychological and social adjustment, and identify the pivotal role of social workers in addressing this phenomenon. The research relied on a descriptive analytical approach by collecting and analyzing relevant literature and previous studies. The research concluded that bullying is a growing phenomenon that leads to poor self- and social adjustment among students. The results confirmed that victims of bullying suffer from low academic achievement due to a persistent feeling of insecurity within school, while bullies themselves often suffer from behavioral and emotional disorders resulting from unstable family environments. In light of this, the social worker's pivotal role in combating this phenomenon is highlighted by providing psychological and advisory support, and implementing preventive and therapeutic programs that promote the values ​​of tolerance and cooperation among students. Their effective role is evident in the early detection and follow-up of bullying cases. Their collaboration with teachers and parents is crucial to creating a safe and supportive school environment.
Perceptions of EFL Teachers about Promoting Critical Thinking in Libyan Primary Schools: A Qualitative Case Study
This qualitative case study examines the views of English as a Foreign Language (EFL) teachers at Bandar Alshamalia Primary School in Libya concerning the enhancement of critical thinking (CT) skills. In a global educational environment that increasingly emphasises higher-order thinking skills, the Libyan context continues to be defined by conventional, teacher-centered approaches. This study sought to reconcile the disparity between policy objectives for CT and actual classroom experiences by examining the direct experiences and perspectives of the teachers responsible for its implementation. Data was gathered via semi-structured interviews with four EFL teachers at the institution. We wrote down what was said in the interviews and then used thematic analysis to find important patterns and themes. The results show that there is a big gap between teachers' theoretical understanding of CT and the real-world problems they have to deal with. The teachers made it clear that they wanted help that was useful in their own situations rather than just learning theory. They were asked for lesson plans that were based on real-life examples, workshops where they could work together, and teaching materials that fit with what they were already teaching. The study found that the successful use of critical thinking in this setting is not just a teaching issue, but a systemic one as well. A dual approach was necessary, offering teachers tangible, contextualised professional development while concurrently tackling the structural limitations of the educational system. This study emphasises the essential need to synchronise teacher support with systemic reform to establish the advancement of critical thinking as a feasible and enduring objective in Libyan primary schools.
Bridging the gap : Secondary School EFL Teachers' Conceptualizations of CLT and Contextual Constraints on Implementation
This qualitative study looked into the different ways that secondary school English as a Foreign Language (EFL) teachers think about the ideas behind and how to use Communicative Language Teaching (CLT) in the classroom. Although Communicative Language Teaching (CLT) is widely recognized as the most effective method for enhancing communicative competence, a considerable disparity frequently exists between its theoretical endorsement and practical implementation in the classroom. The research employed a qualitative design featuring semi-structured interviews with ten purposefully selected EFL teachers to elucidate their conceptual understanding, attitudes, and the particular challenges they face. Teachers overwhelmingly identified communicative competence as the primary objective, emphasized the critical role of interaction in language acquisition, and advocated for a learner-centered classroom environment. The results demonstrated a strong and consistent conceptual alignment with the core tenets of CLT. Nevertheless, the instructors identified numerous contextual obstacles that deterred their complete implementation, despite this philosophical backing. The most significant challenges reported included students' excessive reliance on their native language (L1), student resistance and low motivation resulting from conventional learning expectations, an irreconcilable conflict between communicative methods and grammar-focused, high-stakes examinations, logistical difficulties related to large class sizes, and a pervasive lack of targeted professional development opportunities. In conclusion, this study suggests that the systemic and structural limitations of the educational environment, rather than the beliefs of the instructors, are the principal obstacles to the implementation of CLT. To achieve successful, long-lasting reform, policymakers and institutions must deal with the main problems of exam-driven curricula, class sizes, and the need for practical, context-specific teacher training. The teachers' favorable perceptions indicate a willingness to adopt communicative practices.
The Value Gap Between Generations and its Reflection on Children's Behavior in Bani Walid City: A Descriptive Study
Generational value disparity is a prominent social issue that impacts the nature and cohesion of family relationships, especially in societies undergoing a transitional phase between authenticity and openness to the digital and knowledge world. This research aims to examine the value gap between parents and children in the city of Bani Walid and analyze its impact on children's academic and social behavior. The research relied on a descriptive and analytical approach to studying this phenomenon. The results showed that the generational value gap contributes to weak family communication, increased rebellious tendencies among children, and a decline in the status of some traditional values. The research recommended the need to strengthen family dialogue and update socialization strategies to keep pace with contemporary cultural and social changes.
Reconsidering Multiple-Choice Items for Speaking Assessment: Evidence from Libyan Secondary Schools
Speaking is a critical skill in English language learning. To be proficient speaker devoted time and effort in addition to practical use of language in real-life situations is required. In order to follow learners’ improvement in speaking, a precise assessment tool of speaking skills must be utilized. However, in the context of Libyan secondary schools, speaking achievement tests rely on the use of multiple-choice (MCIs) formats as an assessment tool. MCIs have been a dominant format in testing due to their efficiency, reliability, and ease of scoring for testing different skills. Yet, when it comes to speaking, the validity of this format is criticized as means of evaluating actual speaking abilities. This study examined the validity of using multiple-choice items to assess speaking proficiency of Libyan secondary school students. A mixed method study was conducted. Three instruments were used for collecting the data: (analysis of speaking achievement test samples, a questionnaire, and an oral test administered to secondary school students). The findings of the study revealed that multiple-choice tests do not provide a valid assessment of Libyan secondary school speaking proficiency as they fail to capture the essential aspects of oral communication such as fluency, pronunciation, and interactive ability.
A proposed vision for investing intellectual capital in Libyan universities in light of some international models
The current research aims to develop a proposed vision for investing in intellectual capital in Libyan universities, which would enhance the value of these universities in light of scientific and technological progress. Given the nature of the research, a descriptive analytical approach was used to examine the literature and research documents. The researcher presented the theoretical and intellectual foundations of intellectual capital in universities in contemporary administrative and educational literature, as well as the role of university education in investing in intellectual capital. She then presented the most important global models for investing in intellectual capital and analyzed the current status of intellectual capital development in Libyan universities. The research concluded with a proposed vision for developing intellectual capital from the administrative, human, and relationship capital aspects, in addition to a set of recommendations for optimal investment of intellectual capital in Libyan universities.
Measuring Libyan University EFL Students' Attitudes Toward the Use of Google Meet in Classroom Settings
The purpose of this research is to investigate what English language students think about using Google Meet in an EFL classroom. The research was conducted on a sample of 220 Libyan students of EFL at the Faculty of Languages, Education, and Arts of English Language Department, El-Merghib University, Libya. This study aims to determine whether students perceive Google Meet as a beneficial tool in their learning experience. Furthermore, it investigates student attitudes toward the integration of Google Meet within English as a Foreign Language (EFL) classroom. Employing a quantitative approach, data were gathered via questionnaires comprising 14 items categorized into three distinct sections: The first addressing students' perceptions of Google Meet, the second focusing on it is advantages, and the third highlighting the challenges associated with it is use. The findings indicate that students hold a favorable view of utilizing Google Meet for their learning activities. Consequently, it demonstrates potential for effective application in EFL instruction as well as in other educational contexts.
The Level of Difficulties Facing the Integration of Autistic Students in Public Schools from the Perspective of Basic Education Teachers (First Cycle) in the City of Sabratha
Abstract: The research aims to identify the level of difficulties facing the integration of male and female autistic students in public schools from the point of view of their teachers, and to reveal the existence of differences in difficulties between teachers according to the gender variable and according to the years of experience variable. The sample consisted of (32) of them (15) male teachers and (17) female teachers. The researcher used the questionnaire as a tool for collecting data. The statistical analysis showed that the level of difficulties facing the integration of autistic students in public schools It was high, and there were no differences in the level of difficulties facing the integration of autistic people in public schools attributed to the gender variable, and there were also no differences attributed to the years of experience variable.
Cohesion and Coherence in the Writing of Libyan EFL Learners
Cohesive devices are fundamental to the linguistic system and are central to constructing readable texts. Research indicates that students often struggle to understand how cohesive ties function to achieve a communicative purpose and improve comprehension. This study employs a qualitative design to analyze the descriptive texts of students at the Gharian language center. Grounded in Halliday and Hasan’s (1976) theoretical framework, the research addresses the observed misunderstanding and lack of awareness of cohesion among learners, which frequently results in the inappropriate use of cohesive devices in their assignments. Consequently, the study examines the semantic relationships between ideas within the students’ texts. The findings provide feedback for instructors, recommending that cohesion and coherence be taught intensively throughout the academic year. The research emphasizes the need to dedicate more instructional time to sub-skills, such as the effective use of cohesive ties, to create semantically coherent written pieces. This approach necessitates a direct focus on explicit writing instruction. For example, conjunctions—as a key cohesive device—should be taught explicitly with sufficient practice to ensure students can master their application in writing assignments.
The Reality of Quality Culture in General Education in the City of Bani Walid
The study, titled "The Reality of Quality Culture in Public Education in the City of Beni Waleed," addresses education's prominent role in global priorities due to its contribution to individual development and the cultivation of creative talents. Educational reform processes have received significant attention, with total quality garnering substantial focus—to the extent that thinkers label this era "the age of total quality." Driven by this interest, my research direction focused on examining the reality of total quality in public education in Beni Walid, aiming to evaluate its current state and promote its culture within educational institutions. The descriptive approach was adopted for this study due to its alignment with the research nature. Key findings indicate that promoting a quality culture in public education is a fundamental requirement for implementing total quality in educational institutions, driven by the desire to improve performance and bridge gaps. Disseminating a quality culture among staff serves as the foundation for initiating total quality implementation. Another critical finding emphasizes that top management must commit to establishing mechanisms for spreading quality culture, prioritize it, and support efforts advocating its dissemination. This is an essential requirement that must be fulfilled, with every individual bearing responsibility for its application.
The Enduring Impact of Political Crises on the Mental Health and Academic Achievement of Undergraduate Students at the University of Tripoli
This study investigates the profound and multifaceted impact of prolonged political crises on the mental health and academic achievement of undergraduate students at the University of Tripoli. Drawing upon a comprehensive literature review, the research hypothesizes that heightened exposure to political instability significantly correlates with increased psychological distress (anxiety, depression, PTSD) and diminished academic outcomes (lower GPA, reduced course completion rates, decreased engagement, and motivation). Utilizing a empirical cross-sectional survey design, data would be collected from a representative sample of University of Tripoli students using validated instruments for mental health, academic engagement, and a custom-designed political crisis exposure scale. Empirical statistical analyses, including descriptive statistics, correlational analyses, multiple regression, and mediation modeling, reveal a significant prevalence of mental health challenges among students, with perceived political crisis exposure strongly predicting adverse mental health and academic performance. The findings underscore the critical mediating role of mental health in the relationship between political instability and academic success. This report concludes by emphasizing the urgent need for targeted, multi-level interventions, including robust mental health support services and academic resilience programs, to mitigate the long-term consequences of conflict on Libya's vital human capital.
The Effectiveness of AI-Driven Translation Technologies in Mediating Cultural Understanding: A Case Study of English Language Teaching Practices in Libyan Higher Education
This qualitative case study investigates the effectiveness of AI-driven translation technologies in mediating cultural understanding within English Language Teaching (ELT) contexts in Libyan higher education. Drawing on data from semi-structured interviews with 55 ELT instructors, 24 classroom observations across six universities, and document analysis of student translation outputs and institutional curricula, the study reveals a dualistic role of artificial intelligence in language pedagogy. While AI-powered tools such as Google Translate and Microsoft Translator significantly enhance lexical accessibility and reduce language anxiety among learners, their capacity to convey cultural nuance remains critically limited. Findings indicate that algorithmic biases, rooted in Anglo-American linguistic corpora, result in the systematic flattening of cultural meaning and misrepresentation of idioms, humor, politeness strategies, and socio-pragmatic cues, thereby reinforcing a form of digital linguistic imperialism. Students’ uncritical reliance on AI outputs has fostered a “copy-paste culture,” undermining opportunities for intercultural reflection and eroding pragmatic awareness. However, the study also identifies transformative potential when AI tools are pedagogically repurposed through “teaching against the machine” strategies. A subset of instructors successfully used AI-generated mistranslations as pedagogical moments to foster critical cultural awareness, metacognitive reflection, and intercultural dialogue. Despite this potential, widespread implementation is hindered by systemic barriers, including the absence of institutional policies, lack of professional development, curricular gaps, and infrastructural challenges. The research concludes that AI technologies are not inherently facilitative or obstructive to cultural understanding; rather, their effectiveness is contingent upon intentional pedagogical mediation, critical digital literacy, and context-sensitive integration. The study calls for curriculum reforms, ethical AI integration frameworks, and teacher training programs that position AI as a scaffold, not a substitute for intercultural communicative competence in ELT contexts.
Artificial Intelligence and the Future of Assessment: Opportunities for Scalable, Fair, and Real-Time Evaluation
Artificial intelligence (AI) is rapidly transforming educational assessment by enabling automated grading, adaptive testing, and personalized feedback at unprecedented scale. Research suggests that AI tools can enhance assessment scalability by automating routine grading tasks and supporting large-scale testing programs, while also enabling real-time feedback to learners (e.g., Shute, 2008; U.S. Dept. of Ed., 2023). At the same time, AI promises to improve fairness by reducing human grader bias and standardizing scoring across diverse student populations. Early deployments range from computer‐scored language proficiency exams to AI-driven peer review systems in MOOCs and adaptive formative platforms. Case studies in China, the United States, and international programs demonstrate these opportunities as well as significant challenges. On the one hand, studies find high agreement between AI and human scores in some contexts (e.g., ~92% agreement in a Chinese AI grading system) and large time savings (Gradescope claims 90% faster grading). On the other hand, rigorous evaluations (e.g., UNESCO and independent studies) have identified fairness, validity, and transparency issues. This paper reviews the theoretical foundations of AI-enabled assessment and surveys global examples of AI use in evaluation. We analyze how AI can provide scalable, equitable, and real-time formative and summative assessment, and we discuss practical limitations, ethical risks (including algorithmic bias, data privacy, and digital divides), and implementation challenges. Finally, we offer recommendations for policy and practice to guide responsible, effective integration of AI into education systems.
Theoretical foundations of artificial intelligence and its applications in Arab e-learning
Developing a complete and integrated definition of artificial intelligence (AI), e-learning, the beginnings of AI, the benefits of implementing AI in Arab e-learning, defining the theoretical underpinnings for doing so, and identifying specific applications of AI in Arab e-learning were the objectives of the current study. It also offered suggestions for enhancing AI's application in Arab e-learning. The study came to a number of conclusions after analyzing these goals, including the fact that AI is transforming e-learning in terms of evaluation, engagement, and customization. Additionally, there is a disconnect between the scope of AI's implementation in the Arab world and its theoretical potential. Furthermore, a significant obstacle to the localization of this technology is the dearth of Arabic content supported by AI. The best application of AI is hampered by a shortage of human resources and an inadequate technical infrastructure. In order to implement smart educational solutions, the study suggested that funds be allocated for the development of AI-supported Arabic educational content, that teachers be trained to apply AI tools and techniques in e-learning settings, and that collaboration between Arab universities and technical institutes be strengthened. It also suggested creating educational policies in the Arab world that incorporate methods for incorporating AI into the classroom and promoting scientific inquiry. regarding artificial intelligence and its uses in education in the Arab world.
Examining the Effectiveness of Distance Education: Challenges, Opportunities, and the Future of Learning
We live in a world where everything is changing at a more rapid pace than ever. Today, everything can be done remotely; learning was no exception in this strenuous era, especially when doors opened to online education. Working and studying remotely during the Covid-19 pandemic shed light on a more effective way to mother education. Education can now be accessed at the fingertips of a student. The ease of accessing educational materials anywhere has made distance learning appealing. However, students still face some challenges like weak engagement, poor internet infrastructure like unreliable connections, and fair evaluation of students’ academically assessing them. This distance learning paper will look into evaluating its effectiveness alongside potential advantages and the drawback of lack of teacher-student connection. This paper will also explore new technologies and learning models for future education and make online learning more efficient and accessible.
Harnessing Artificial Intelligence in E-Learning: Enhancing Personalization, Engagement, and Educational Outcomes
In this paper we explore the artificial intelligence role in e-learning by improving personalization, engagement and educational outcomes. Nowadays, some Artificial intelligence tools like adaptive learning systems, intelligent tutoring and real-time feedback are replacing traditional leaning systems. These AI technologies enable personalized learning experiences according to the needs of every student and ensure better engagement and academic outcomes. While AI offers many benefits but some challenges of data privacy, algorithm bias and accessibility also exits. This paper also discusses ethical aspects ethical uses of artificial intelligence for education. It also highlights the future and potential of AI in education and make it more accessible and effective for learners around the world.
Theoretical Framework for E-Learning: Analysis of Concepts and Terminology in the Arab Context
By discussing the various concepts related to e-learning, identifying e-learning tools, identifying the concepts and terms associated with e-learning in the Arab context, developing a vision of e-learning and the unity of the Arab world, and presenting the experiences of some Arab countries, the study aimed to develop a comprehensive concept of e-learning. The study's final findings showed that there is a glaring difference in how e-learning ideas are used and interpreted in the Arab world, which causes misunderstandings in educational policies and practices. Without modifying them for the local cultural and educational context, Arab educational institutions mostly rely on translated foreign words. The lack of thorough Arab theoretical frameworks for e-learning is another flaw that restricts the usefulness of scientific studies in this area. We discover that creating a more cohesive and effective e-learning model is facilitated by standardizing and interpreting words in their Arab context. Based on these findings, a set of recommendations was developed, which include improving theoretical research that connects e-learning with cultural and social specificities and working to create a unified Arab educational dictionary of concepts related to e-learning in collaboration with Arab universities and research centers. To make sure they are accurate and appropriate for the local context, educational institutions in the Arab world are advised to examine how they employ technical and instructional jargon. In order to explore and standardize the theoretical underpinning for e-learning, they are also asked to host conferences and seminars specifically for Arabs. Supporting Arab scholars and authors in this area also encourages them to provide genuine Arabic academic material for e-learning.