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
Perceptions of University Students Regarding English Language Instructors' Utilization of the Mother Tongue in Higher Education Classrooms
This study investigates the first-year of English language university students' attitude toward using Arabic Language inside higher education classrooms. The importance of using the mother tongue in foreign language teaching classrooms has been extensively discussed, especially where English practice is a crucial academic condition. This study employed a mixed-methods approach, gathering quantitative data via questionnaires distributed to 40 first-year students and qualitative data through semi-structured interviews with a selected subset of participants. The results indicate that students predominantly possess favorable opinions towards the restricted and intentional use of Arabic, especially for elucidating grammar, clarifying challenging terminology, and providing directions. Students articulated that the overuse of Arabic language limits their exposure to English and reduce speaking practice. The research indicates that students prefer an English -centric classroom atmosphere, supplemented by reasonable use of their mother tongue when required. The results indicate the necessity for a balanced and principled application of Arabic in university EFL programs.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Artificial Intelligence and Transformations of Social Structure: A Critical Sociological Approach in Light of the Reconfiguration of Power, Work, and Knowledge
The contemporary world is witnessing profound structural transformations driven by the rise of artificial intelligence (AI), which has evolved from a mere technical tool into a structural force influencing social relations, labor markets, and patterns of power. This study aims to analyze the impact of AI on the social structure from a critical sociological perspective, relying on a review of sociological literature and discourse analysis of official and institutional narratives. The study finds that AI contributes to reorganizing social relations, reproducing inequalities, redefining work and authority, and raises ethical and social challenges related to algorithmic bias, privacy, accountability, and the digital divide. The study concludes that addressing these challenges requires clear regulatory policies and a critical framework linking innovation to social justice
Investigating Common Grammatical Errors Made by Libyan EFL Students in Writing: A Case Study in the Department of English at Sirte University
The aim of this paper is to identify the types of grammatical errors made by students in the Department of English at Sirte University in writing. A mixed methods approach using quantitative and qualitative research design was employed in this study. Data was collected from thirty English paragraphs written by students about three familiar topics. Students were asked to write a paragraph of 120-150 words on the given topics within about one hour. Students were also interviewed to determine the possible causes behind their errors when writing in English. The students’ written errors were analyzed based on the Error Taxonomy proposed by Byrd and Benson (1994) in order to identify and classify the different types of errors made by the participants. Responses from the students’ interviews were analyzed thematically and unified themes were generated. The results revealed that the thirty students committed 282 errors in total. Students made most errors that fell under the “Punctuation and Mechanic Problems” and the “Most Serious Problems” categories. Within these two categories, the most predominant errors among the participants were punctuation (69 instances, 24.47%), capitalization (55 occurrences, 19.50%), and run-on sentences (33 instances, 11.70%). Results from the students’ interviews indicated that limited vocabulary and lack of understanding of English grammar rules were the main causes of these errors. The study concludes by providing some pedagogical implications, which are expected to assist teachers and material designers in considering the grammatical challenges encountered by EFL learners in writing and in suggesting potential remedies to help them overcome these challenges.
The Significance of Course Books in ELT Classrooms: A Critical Perspective from the Libyan Context
This study examines the significance of using course books in English Language Teaching (ELT) classrooms, with specific reference to the Libyan context. It aims to investigate the extent to which course books reinforce effective language learning, classify their advantages and limitations, and recommend criteria for their adaptation. Adopting a qualitative descriptive approach, the study draws on critical analysis of applicable literature and reflective classroom observations. The findings imply that while course books remain a central instructional resource in ELT, their effectiveness largely depends on teachers’ capability to adapt and supplement them according to learners’ needs and contextual factors. The study concludes that course books continue to play an essential role in ELT, provided they are used flexibly and critically.
The Effectiveness of Using E-Learning to Address Individual Differences among Students at the Higher Institute of Technical Sciences in (Raqdaline)
The aim of the current research is to study the effectiveness of using e-learning to address individual differences among students. The research sample included (80) students from the Higher Institute of Technical and Vocational Sciences in Brkdalin. The researcher relied on e-learning methods in teaching the experimental group, using statistical methods (a one-way (simple) analysis of variance test and descriptive statistics for the control and experimental groups, and a simple analysis of variance to determine the differences between the averages of the two groups in the achievement test scores). To determine the differences in favor of any of these groups, a post-comparison test was used. The research results showed statistically significant differences at a significance level of (0.05) between the control group and the experimental group, taking into account individual differences among learners. They also showed statistically significant differences between the experimental group (e-learning) and the control group, taking into account individual differences in favor of the experimental group. Among the most important recommendations of the research is to provide material resources in the form of educational hardware and software, and to train faculty members on how to use various devices and technologies, and to design some educational software and websites.
The Role of E-Learning in Accounting in Developing the Skills of Accounting Students at Libyan Universities (From the perspective of faculty members)
This study aimed to identify the role of accounting education in developing the skills of accounting students in universities. It explored the role of educational sciences in developing knowledge, personality, technical skills, and communication abilities. The descriptive analysis began with the distribution of a skills questionnaire to 60 faculty members from various public and private accounting departments. The SPSS program was used for data collection. The study concluded that e-learning plays a significant role in students' learning, encompassing technical, personal, and communication skills. Therefore, the study examines the need to review, update, and develop current university curricula to align with the demands of the modern job market. It also emphasizes the importance of providing the necessary equipment for e-learning, such as smart screens, PowerPoint presentations, and internet access on campus.
Teaching Methods and Their Role in Activating the Educational Process
This Research Aimed to Identify the Diverse Teaching Methods, Their Objectives, Foundations, and Specifications Using the Descriptive-Analytical Approach. To Identify These Methods and Clarify Their Educational Importance and their Role in Improving and Developing the Educational Process. Teaching Strategies Aim to Transform the Learning Process from Rote Learning to Active Interaction, Enhancing Interaction and Participation, Focusing on Developing Critical, Creative, Analytical, and Problem-Solving Skills, Encouraging Students to Take Responsibility for their Learning, Developing their Self-confidence and Self-reliance, Using Innovative Methods to Make the Learning Process More Attractive and Motivating for Students, and Playing a Significant Role in Developing Thinking Skills, Taking Into Account the Individual Differences of Students, Encouraging Increased Student Motivation and Passion for Studying, and Helping Students Develop Self-learning Skills and Independence .
Psychological and Social Stress among Families of Children with Autism Spectrum Disorder and the Role of Psychological Support
This study aimed to identify the nature of the pressures faced by families of children with autism spectrum disorder (ASD) and to examine the main sources of these pressures and their psychological and social impacts on the family as a whole. The study was based on the importance of the family as the primary environment for the child’s development and its central role in the success of any educational or therapeutic intervention directed toward the child. The study adopted a descriptive analytical approach through reviewing relevant literature and previous studies. The findings revealed that families of children with ASD experience high levels of psychological stress due to several factors, most notably difficulties in managing the child’s behaviors, lack of social support, financial burdens related to treatment and rehabilitation, and persistent concerns about the child’s future. The results also indicated that these pressures negatively affect parents’ mental health, family relationships, and overall family adjustment. The study further highlighted the important role of psychological support and family counseling in reducing these pressures by enhancing parents’ awareness of ASD, developing their skills in dealing with the child, and strengthening their capacity for positive adaptation. The study emphasized the importance of early intervention and the provision of specialized counseling programs for families.
The Reality of Using Modern Educational and Technological Aids in Teaching Geography A Field Study on a Sample of Geography Teachers in the City of Al-Qubbah
This study aimed to examine the current use of modern instructional and educational technologies in teaching Geography from the perspective of male and female teachers in Al Qubbah city, and to identify the key constraints that limit their integration into the teaching–learning process. The study adopted a descriptive–analytical approach and used a questionnaire as the data collection instrument, which was administered to a sample of 70 teachers. The findings revealed strongly positive attitudes among teachers regarding the importance of instructional aids in facilitating students’ understanding of course content, enhancing academic achievement, and accelerating the delivery of information. The results also indicated a heavier reliance on traditional geographic teaching aids, with the chalkboard remaining in extensive use at a rate of 100%, compared with limited use of modern technologies such as computers, the Internet, and presentation devices, reported at 34–40%. The study further showed that the main barriers include limited class time, inadequate classroom readiness, and certain health-related and economic factors. The study concluded that it is necessary to establish a supportive instructional environment, intensify professional training programs, and improve school infrastructure to strengthen the effective use of modern instructional technologies.
Self-Confidence and Coping Strategies for Psychological Stress and Their Relationship with Risk-Taking Orientation among Adolescents
This study looks at how teenagers' risk-taking inclinations, coping strategies, and self-confidence interact. This is especially important because dangerous behaviors are becoming more common in this age group as a result of mounting psychological demands. The study's objectives are to comprehend the psychological elements affecting teenage behavior and to ascertain how coping mechanisms and self-assurance contribute to a decrease in risk-taking. The study used a descriptive-analytical technique to gather and examine information about risk-taking tendencies, coping mechanisms, and levels of self-confidence. It concentrated on the causal and correlational connections between these variables. In order to evaluate their influence on the propensity for hazardous behaviors, the study defined the traits of a self-assured teenager, the sources of self-confidence, and successful and inefficient coping mechanisms. The study's findings demonstrated that teenagers who have a high sense of self-worth are better equipped to manage stress and refrain from dangerous, impulsive actions. Additionally, research showed that although reactive or avoidant coping mechanisms increase the chance of participating in hazardous behaviors, positive coping methods like problem-solving, emotional control, and social support decrease an adolescent's propensity to take risks. The findings showed that the degree to which coping mechanisms affect an adolescent's propensity for taking risks is mediated by self-esteem. The study concluded that improving self-esteem and stress-coping skills are important preventative tools for reducing risky behaviors and achieving psychological and social well-being in adolescents. Based on these findings, the study recommended developing educational and psychological programs that foster self-esteem in adolescents and teach them effective coping strategies for stress. These programs should focus on providing social support and encouraging creative and athletic activities that allow them to experience success and reduce their impulse to take risks
Perspectives on the Impact of Artificial Intelligence on the Quality of Scientific Research: A Comparative Study between Students and Faculty Members in Library and Information Science Departments
This study examines the role and scientific impact of Artificial Intelligence (AI) in academia by surveying participants' views on its influence and applications within the Library and Information Science education process. Data were collected via an electronic questionnaire distributed to 200 students and 82 faculty members. The research produced comparative results between the two groups' perspectives, ranging from usage patterns to AI's role in fostering critical and creative thinking. Key recommendations include integrating dedicated instructional modules or practical training on AI utilization, alongside developing foundational critical and analytical thinking skills. The study also emphasizes the necessity of establishing clear policies to govern the use of various AI tools.
The reality of quality in our educational institutions between theory and practice (An analytical study in light of modern educational literature)
The study aims to analyze the reality of quality implementation in educational institutions and to identify the gap between theory and practice within the Libyan and Arab educational contexts. The descriptive-analytical method was adopted to review educational literature and previous studies. The findings revealed a noticeable weakness in the practical application of quality standards despite the availability of theoretical frameworks. The study also indicated that the absence of monitoring, limited administrative capacity, and insufficient funding are the main obstacles to achieving quality. It recommended fostering an institutional culture of quality and enhancing evaluation and motivation systems to ensure sustainable educational performance improvement.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Artificial Intelligence between the Human Mind and the Machine: A Philosophical Study of Concept, Function, and Ethics
This research presents a philosophical and analytical study of artificial intelligence as a contemporary cognitive and technological phenomenon situated at the intersection of the human mind and the machine. The study seeks to examine the conceptual foundations of artificial intelligence, trace its historical development, and analyze its various types, while highlighting the fundamental differences between human intelligence and artificial intelligence in terms of cognition, consciousness, learning, and decision-making. The research also explores the functional applications of artificial intelligence across multiple fields and its growing impact on reshaping human thought and social practices. Particular attention is given to the ethical dimensions of artificial intelligence, addressing issues such as responsibility, justice, privacy, algorithmic bias, and the limits of delegating moral and practical decisions to machines. Employing a philosophical analytical approach supported by a critical comparative method, the study aims to uncover the theoretical and practical challenges posed by artificial intelligence to individuals and societies. The research concludes that, despite its advanced technical capabilities, artificial intelligence remains a tool whose development and application must be governed by human values and ethical frameworks. Ultimately, moral judgment and practical wisdom cannot be fully delegated to machines and remain an exclusive domain of human rationality
Electronic Games and Their Impact on Academic Achievement among Secondary School Students (A Field Study in the City of Zintan)
This study aims to investigate the impact of electronic games on the academic achievement of secondary school students in the city of Zintan by analyzing the behavioral, educational, and social factors associated with their use. It also seeks to provide a scientific perspective that includes practical solutions to mitigate the negative effects of excessive gaming. The study adopted the descriptive-analytical approach, as it is suitable for examining educational and social phenomena. Data were collected using a questionnaire distributed to a sample of (80) male and female students from Al-Mirad Secondary School in Zintan. The findings revealed that addiction to electronic games has become a growing educational and social problem among secondary school students. Most students tend to engage in violent and aggressive games, which negatively affect their levels of concentration and attention, leading to a noticeable decline in academic achievement. Additionally, such excessive use contributes to the emergence of negative behavioral and psychological patterns, including social isolation, withdrawal, and mental distraction. The study concludes that the impact of electronic games goes beyond entertainment to pose cultural, moral, and behavioral risks, highlighting the need for joint efforts by families, schools, and educational and media institutions to raise awareness about the importance of responsible use of modern technology
Problems Facing the Management of Kindergartens: A Field Study from the Perspective of Kindergarten Principals
The study aimed to identify the problems facing the kindergarten administration in the city of Benghazi, as well as verifying the presence of differences in the problems facing the kindergarten administration in the city of Benghazi from the point of view of its directors due to the variables of experience and academic qualification. The study used the descriptive approach, and its tool was the questionnaire that was designed based on previous studies and theoretical literature. The questionnaire was applied to a simple random sample of (8) female principals out of (13) female kindergarten principals in the city of Benghazi. The study resulted in the following results: Kindergarten directors face a set of administrative problems, the most important of which are problems related to dealings with the kindergarten administration, then problems related to the kindergarten environment, followed by problems related to kindergarten teachers, then related to planning, and finally problems related to organization. The study found a set of treatment methods, including providing specialists in the field of kindergartens and assigning them the tasks of dealing with this difficult and demanding segment. Supporting government kindergartens financially, technically, and financially: This is achieved by providing the kindergarten infrastructure and maintaining maintainable and modernized buildings. Providing a suitable and reliable curriculum for children, in addition to physical activity within the kindergarten. The kindergarten is managed by scientifically qualified people specializing in kindergarten management, and training courses are conducted on how to deal with children and solve quick daily problems. - There are no statistically significant differences between the responses of study members regarding the administrative problems faced by kindergarten principals due to the variable (experience and academic qualification).
Resource Allocation Challenges and Solutions in Cloud Computing for Machine Learning Workloads: A Comprehensive Review
In the rapidly evolving landscape of digital computation, the integration of cloud and fog computing stands at the forefront, offering unprecedented scalability and flexibility. This review paper delves into the critical realm of resource allocation within cloud computing, exploring various techniques and their implications, especially in the context of burgeoning machine learning applications. While cloud environments are revolutionizing how data-driven tasks are approached and executed, they concurrently pose intricate challenges, especially concerning efficient resource distribution. By examining related works and methodologies, this review provides a comprehensive understanding of current solutions and the inherent challenges they aim to address. As machine learning tasks become increasingly prevalent within the cloud, the nuances of resource allocation become even more pronounced, demanding innovative solutions. This paper encapsulates these nuances, charting a path for future research and highlighting the immense potential waiting to be unlocked in the confluence of cloud computing and machine 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.
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.