Abstract
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.
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Hbaci, I., Ku, HY. & Abdunabi, R. Evaluating higher education educators’ computer technology competencies in Libya. J Comput High Educ 33, 188–205 (2021). https://doi.org/10.1007/s12528-020-09261-z
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DOI: https://doi.org/10.1007/s12528-020-09261-z