The purpose of this study was to evaluate issues related to the integration of technology into Libyan higher education from Libyan educators’ perspectives. A total of 161 Libyan educators who worked at the two main universities in Eastern Libya participated in the study. The study focused on four critical computer technology skill areas: (1) basic computer operation, (2) advanced computer operation, (3) use of the Internet, and (4) use of peripheral technologies. The three research objectives of the study were to (1) evaluate educators’ skill levels in four areas of computer competency, (2) investigate educators’ learning needs based on their specialty, and (3) explore educators’ teaching needs regarding types of support that allow them to improve classroom teaching. The results showed levels of perceived competency in each skill area differed significantly from perceived competence in each of the other areas. In addition, the results showed a statistically significant difference between educators who are from technical disciplines and non-technical disciplines in overall competence in using computer technologies. Furthermore, it showed that educators in technical disciplines expressed more competence in the basic and advanced computer operations. This comparison indicated a need to tailor training and implementation efforts to the needs of educators in various disciplines rather than using a standardized approach. The supplemental data using an open-ended question presented that type of support Libyan educators need to improve their teaching using computer technology. Finally, several recommendations were provided to the stakeholders in Libyan higher education.

这项研究的目的是从利比亚教育者的角度评估与技术融入利比亚高等教育有关的问题。在利比亚东部两所主要大学工作的总共161名利比亚教育者参加了这项研究。该研究集中在四个关键的计算机技术技能领域：（1）基本的计算机操作，（2）高级计算机操作，（3）互联网的使用和（4）外围技术的使用。该研究的三个研究目标是（1）在计算机能力的四个领域中评估教育者的技能水平；（2）根据他们的专业知识研究教育者的学习需求；（3）探索教育者关于支持类型的教学需求使他们能够改善课堂教学。结果表明，每个技能领域的感知能力水平与其他领域的感知能力显着不同。此外，结果显示，在使用计算机技术的总体能力方面，来自技术学科和非技术学科的教育工作者在统计学上有显着差异。此外，它表明技术学科的教育者在基本和高级计算机操作方面表现出更大的能力。这种比较表明，有必要针对各种学科的教育工作者的需求量身定制培训和实施工作，而不是使用标准化方法。使用一个开放式问题的补充数据表明，利比亚教育工作者需要使用计算机技术来改进他们的教学的支持类型。最后，