Systemic Challenges Facing English Language Departments in Libyan Higher Education: Teaching Staff Perceptions

Abstract

This study investigates the effectiveness of the educational system of English Language departments (ELDs) in Libyan higher education institutions. The data were collected through an online survey that solicited the perspectives of 71 teaching staff members (TSMs) at Libyan universities and higher institutes. The survey gathered both quantitative and qualitative responses on issues concerning curriculum, teaching methodologies, time allotted for classes, assessment, quality assurance, resources, and administrative structures. The findings from participant responses reveal a strong consensus on noteworthy challenges regarding outdated curricula, ineffective assessment systems, scarcity of teaching resources and technology, limited time for teaching and learning, and lack of teacher development programs. These results, clearly reflected in the existing literature on ELT in Libyan universities, stress the need for comprehensive, systemic reform that takes faculty perspectives into consideration. It suggests implementing top-down changes in the structural system and incorporating bottom-up reforms by training staff members, modernizing the curriculum, increasing the time allotted for basic-skill courses, and integrating technology to enhance the educational quality and the student learning outcomes within ELDs.