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In higher education contexts, while much research is conducted towards highlighting the importance of professional development, studies on how to train teachers to implement new methods effectively are few and far between. Such an imbalance needs to be addressed since how to train teachers might have a direct impact on how teachers teach. This paper investigates the implementation of training model that highlights the importance of creating collaborative, college based settings to support teachers. The findings of the study show that the suggested model provides a college based setting that would support teachers' self-reflection and improvement in the teaching practice.
Being a university teacher in the Libya is most of the time described as a challenge. In the case of the current instable situation in Libya, the task is formidable in many cases. This paper investigates the challenges encountered by Alzawia university teachers in four colleges. It attempts to answer the following questions: what are the challenges that university teachers face? What is the scope of professional development? The findings of the study suggests a model of professional development that might help the teachers to deal with the challenges that they face such as the low motivated students and the lack of in service training.
European Journal of Education Studies
AN INVESTIGATION INTO THE FACTORS THAT IMPEDE SCIENTIFIC RESEARCH IN THE LIBYAN COLLEGES OF ARTS2018 •
The present study aimed to identify the factors that motivate the faculty members in Sabratha College of Arts at Sabratha University, and to investigate the factors that might affect their motivation. A questionnaire has been used to collect data from 51 faculty members. The findings of the study showed that lack of training, lack of support, and heavy workloads are the main obstacles that they face.
International Journal of Emerging Technologies in Learning (iJET)
Analysis Approach to Identify Factors Influence Digital Learning Technology Adoption and Utilization in Developing Countries2018 •
The Internet has given learners the ability to learn anytime and anywhere at their own pace facilitated by interactive and adaptive software. Digital learning technology is more than just providing students with a laptop. Digital learning requires a combination of technology, digital content, and instruction. This study aims to identify and observe the impact and mediation of top management support in relation to the successful adoption of digital learning technologies in developing countries. A questionnaire was designed and distributed to rate the successful adoption and utilization of digital learning technologies in developing countries and data was analyzed using structural equation modeling. This study provides empirical evidence and explains many complex factors, such as user awareness, perceived usefulness, perceived ease of use, and information communication technology infrastructure, in the context of top management support to facilitate the effective utilization of a digital learning technology. Mediating the top management support between adoption of a digital learning technology and user awareness, perceived usefulness, and perceived ease of use provides clear and crucial evidence to support the effective adoption of a digital learning technology.
Research indicates that there is a significant gap between the knowledge and skills that college students need for life and in the current state of education in higher education. Educators and researchers agreed that more must be done to prepare students for future jobs. it is clear that the traditional methods of teaching are not going to improve such skills. A growing body of academic research supports the use of project-based learning which has been considered as a teaching method for closing the gap between current students' learning of knowledge and skills needed for the 21 st century. The main objective of this research is to investigate the benefits and the challenges of the implementation of PBL in the higher education institutions in Libya mainly in three colleges at the University of Zawia as a case study. The participants of this study are 6 teachers from different departments in University of Zawia. The data analysis of the gathered data evolved that, the PBL as a teaching method, supports, facilitates and improves the learning process. It also allows students to work collaboratively and enriches their creativity.
Zawia University Bulletin
4Cs in the EFL Classroom2019 •
This paper discusses the concepts of the 4Cs (critical thinking, collaboration, communication & creativity) which are introduced as main skills of the 21 st century. It provides detailed explanations of the principles of these skills and describes the strategies , techniques and challenges of their integration into English foreign language (EFL) teaching and learning in foreign contexts through reviewing the recent research. Recently the development of these skills has been the aim of most English language programs in EFL contexts including the Libyan 4Cs in the EFL Classroom ــ ـ ـــــ ـــــــــ ــــــــــــــــــــــــــــــــــــــــــــــــ ـــ ـــــــــــــــــــــــــــ ــــــــــــــ ـــ University Bulletin-ISSUE No.21-Vol. (4)-June-2019. 58 context and therefore there is a need for examining the suitability and readiness of these contexts for realizing this aim. No one can deny the importance of developing the 4Cs among EFL learners in order to prepare them for the demands of living in the 21 st century. However, the insights derived from this study suggest the need for taking some necessary steps to ensure the effective integration of these skills. Among some others, training EFL teachers for this process and development of English language materials that foster these skills are fundamental steps.
2012 •
Traditional methods of teaching are widely used; these methods are based on giving lectures to students. Besides, Problem Based Learning (PBL) is a modern teaching strategy and is widely used for medical teaching. The Libyan International Medical University (LIMU) is attempting to contribute in improving the situation of higher education in the county, it has taken the challenge to do something new in Libya and make changes by implementing PBL to improving the quality of teaching and learning. Through this article we will explore the initiation of LIMU as the first Libyan University that implements the strategy of PBL, we will also try to make some highlights on good practices that led to success of implementation.
IJDIWC_Volume 3, Issue 3
Teachers and students are at the heart of education structure, interaction, and even innovation. Teachers are the conveyors of ideas and practices and the source of knowledge of their learners. Libyan teachers are fulfilling this role in a challenging context, because they are teaching students whose education process has been unstable for a long time. At the same time, teachers and students are in a difficult administrative situation. They are constrained, that is, the extent to which they can decide what they are going to do is limited because of the way things are decided in Libya. These constraints may come from several difficulties, such as current economical influences, discouraged forms of education, changeable curriculum, bureaucratic schools and university systems, conservative community, two generations of university teachers (old-generation teachers and new-generation teachers), and uncertain education policy. Other factors are the way learners used to learn (learning styles), and current political upheavals (civil war) that influenced the entire stability of the education in Libya and led to two ministries of education (east and west Libya). In other words, the entire Libyan education is affected by politics, culture, and administration factors for over 46 years. These issues have led to such complicated situations in all education sectors. Therefore, if the education status should be changed, six years of gradual reform phases may be required so that a new generation of students will start with the pre-kindergarten stage starting 2026. This idea is a result of several studies, including my PhD on the Libyan education context, which led to an insight on implementing complete reform approaches for the entire Libyan education. This ground-up process is called the National Libyan Public Education Reform. This paper will propose a framework of reforming Libyan education that considers the current situation, educators, and learners and is divided into three stages: to evaluate, prepare, modify, and introduce the new Libyan education in six years " time.
Green Productivity Implications on Long Run Sustainable Economic Growth
Making Science, Innovation and Research work for the Sustainable Development Goals EDITED BY2019 •
2019 •
Youth in the Libyan Labor market
Challenges & Needs of Youth in the Libyan Job Market2018 •
The Journal of Humanities and Social Sciences
Perception of University Graduates about Accounting Education in Pakistan2018 •
2018 •
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Perspectives of ‘STEM education and policies’ for the development of a skilled workforce in Australia and India2018 •
ISPI MED Report (chapter, only pp.32-35)
Yemen and the governance of hybrid security orders2019 •
Modern Journal of Applied Linguistics
English Language Lecturers' Beliefs about Teaching English Language Reading2019 •
2013 •
2011 •
MED Report 2019
Police Reform in North Africa: a Multilateral Approach2019 •
International Journal of Knowledge, Innovation and Entrepreneurship
Exploring teachers' readiness for e-Learning: On par with the Fourth Industrial Revolution2019 •