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All Journal English Focus: Journal of English Language Education Journal of English Development Al Karima : Jurnal Studi Ilmu Al Qur'an dan Tafsir Amorti: Jurnal Studi Islam Interdisipliner Journal of Education and Teacher Training Innovation (JETTI) JERIT: Journal of Educational Research and Innovation Technology
Alouzi, Khuloud
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Ashab al-Kahf in the Writings of the Orientalist Johann Wolfgang von Goethe: A Semantic Study of the Intertextuality with Surah Al-Kahf: أصحاب الكهف في كتابات المستشرق يوهان فولفغانغ فون غوته: دراسة دلالية لألفاظ التناص مع سورة الكهف Albshkar, Hajer; Ayad, Nahid; Alouzi, Khuloud; Masuwd, Mowafg; Abdulghani, Naser
Al Karima : Jurnal Studi Ilmu Al Quran dan Tafsir Vol. 8 No. 2 (2024): Al Karima : Jurnal Studi Ilmu Al-Quran dan Tafsir
Publisher : Sekolah Tinggi Ilmu Al-Quran Isy Karima Karanganyar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58438/alkarima.v8i2.262

Abstract

This study analyses how the poem "Ashab al-Kahf" in the writings of the orientalist Johann Wolfgang von Goethe connects with Surah Al-Kahf through intertextuality. The overlap of the poem with the story " Ashab al-Kahf" in the Quranic Surah highlighted the extent of Johann Wolfgang von Goethe's influence by the Quran and Islamic heritage. This research aimed to study and analyze some of the words used in the poem using an analytical and comparative approach to understand Johann Wolfgang von Goethe's understanding of the story, the significance of the chosen words, and the impact of intertextuality with the Quranic text on shaping the poem's meanings. The findings indicated that Johann Wolfgang von Goethe faithfully presented the events, characters, and the spatial context of the story. His chosen words highlight the strong link between the poem and the Quranic text which shows the author's deep engagement with the Quranic narrative.
The Impact of Artificial Intelligence on Knowledge Management: Faculty Perspectives from the University of Zawia’s Faculties of Economics, Management, and Law Husayn, Enaas; Alrumayh, Safa; Kasheem, Majdy; Ibrahim, DafaAllah; Alouzi, Khuloud; Shalghoum, Najimudin; Almajri, Sumaia
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.163

Abstract

The rapid technological advancements in the educational management enforce institutions to adopt new innovative approaches in knowledge management in ways that support innovation, decision-making, and institutional development. Artificial intelligence (AI) has emerged as a transformative tool with significant potential to enhance knowledge management (KM) practices. However, in many developing contexts, including Libya, the integration of AI in higher education remains limited and underexplored. This study investigates the impact of artificial intelligence (AI) on knowledge management (KM) within academic institutions, focusing on faculty awareness, utilization, perceived benefits, and encountered challenges.  The researchers, using a structured questionnaire distributed to 210 academic staff members from faculty of Economy, Management and Law, employed a quantitative research design.  This study reveals critical challenges to AI adoption in Libyan institution, including insufficient infrastructure, resistance to change, and a lack of technical expertise among faculty. Compared with previous studies conducted in technologically advanced contexts, this research contributes novel insights by examining AI in relation to KM integration in a developing academic environment as a gap in the literature. The findings reveal that a generally low level of AI awareness among participants, with limited understanding of core AI concepts and its future implications for higher education. However, moderate use of AI was reported in specific KM functions such as archiving and institutional support.  The study concludes that while AI integration in academic knowledge systems is in its early stages, there exists a clear recognition of its value. Limitations of the study include its focus on one institution, which is the University of Zawia, Libya, and its reliance on self-reported data. Future research should consider longitudinal studies, cross-institutional comparisons, and qualitative investigations to deepen understanding of AI's evolving role in academic institutions. Recommendations include targeted faculty training, infrastructural investments, strategic policy development, and the promotion of a culture acceptance of new to technologies.
Educators’ Perspectives on Using (AI) As A Content Creation Tool in Libyan Higher Education: A Case Study of The University of Zawia Baroud, Najah; Alouzi, Khuloud; Elfzzani, Zenab; Ayad, Nahid; Albshkar, Hajer
JERIT: Journal of Educational Research and Innovation Technology Vol. 1 No. 2 (2024): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jerit.v1i2.12

Abstract

This study investigates how artificial intelligence (AI) is incorporated into curriculum development and instruction at the University of Zawia in Libya. It focuses on focuses on educators’ challenges, perceptions, and their use of (AI) for content creation. According to 119 participants in a mixed-methods study incorporating quantitative questionnaire and qualitative interviews, 96.4% acknowledge the need for advanced training, and 95.2% believe that (AI) will have an increasing impact on education. Even though 71.9% of respondents agreed that (AI) could improve educational materials, only 30.2% utilized (AI) tools to assess students. Challenges included limited access to (AI) tools (79.6% had not attended (AI) workshops) and ethical concerns (61.3%). Notwithstanding these obstacles, academics emphasized how (AI) could improve research and instruction. They also highlight the necessity of institutional support and training to maximize (AI’s) contribution to higher education.
Advancing Sustainable Development Goals through Islamic Education: A Mixed-Methods Study among Scientific Disciplines at the University of Zawia Abdullaha, Lubnah; Baroud, Najah; Alsaeh, Fatima; kasheem, Amaal; Alouzi, Khuloud; Shalghoum, Najimudin; Abdullah, Mahmoud; Husna Nashihin
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.589

Abstract

This study examines the role of the Islamic Education as a required course in developing awareness, understanding, and behavioral intentions related to Sustainable Development among students in scientific disciplines at the University of Zawia, Libya. Although sustainability has become as a national priority in Libya and North Africa in general, higher education institutions often struggle to embed sustainability principles within curricula, especially in non-specialized general courses. Using a mixed-methods design, the study collected quantitative data from 250 students in mathematics, biology, chemistry, computer science, and physics, supported by qualitative interviews with ten lecturers teaching the Islamic Education course. Descriptive analysis of the questionnaire responses showed moderate to high levels of sustainability awareness, with the course contributing significantly to students’ ethical understanding of environmental and social responsibilities rooted in Islamic concepts. Students also evaluated the course's teaching methods positively, although they expressed their need for more applied, modern and interdisciplinary approaches. The findings further demonstrated that the course positively influenced students’ attitudes and behavioral intentions toward adopting sustainable practices in their personal and future professional careers. Thematic analysis of lecturer interviews supported these results, highlighting pedagogical strategies, challenges, and opportunities for strengthening sustainability integration. The study concludes that the Islamic Education course serves as a valuable ethical and intellectual framework for promoting sustainability among scientific majors in Libyan higher education. Recommendations include curriculum enhancement, interdisciplinary collaboration, and the development of institutional regulations to support sustainability initiatives.
From Awareness to Practice: EFL Teachers’ Engagement with SDG 4 (Quality Education) in University Classroom Instruction Omran, Sara; Alouzi, Khuloud; Alshineeti, Aml; Alatrish, Entisar; Alfallah, Bushra; Abouzied, Abdulghani; Elbi, Mohamed
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v9i1.213

Abstract

This study investigates university English (EFL) lecturers’ awareness, attitudes, and classroom practices related to Sustainable Development Goal 4 (Quality Education). It focuses on the gap between understanding SDG4 and applying it in teaching practice. A quantitative research design was adapted. Data were collected through a questionnaire distributed to 100 university EFL lecturers. The questionnaire examined the lecturers' awareness of SDG 4, their attitudes towards its integration in their teaching practices, institutional support, perceived challenges, and lecturers' self-efficacy. The findings show moderate to high awareness of SDG 4 and strongly positive attitudes toward its integration in EFL instruction. However, the level of classroom implementation was only moderate, indicating a clear gap between awareness and practice. While inclusive and learner-centered strategies were commonly used, the direct integration of sustainability themes and SDG-related targets was inconsistent. Limited institutional support, insufficient professional development opportunities, and curriculum constraints emerged as the most significant challenges. Despite these challenges, lecturers reported a strong willingness to engage in training and showed a clear intention to expand SDG in future practice. The study concludes that EFL lecturers are motivated and prepared ethically to support SDG. However, effective and sustained implementation needs higher institutional support, targeted professional development, and supportive policy frameworks. The findings highlight the important promoting role of language education in promoting quality, inclusive, and globally oriented higher education.  
EFL University Lecturers’ Perceptions of AI and Critical Thinking: Opportunities, Boundaries, and Assessment Dilemmas Alouzi, Khuloud; Ibrahim, DafaAllah; Omran, Sara; Aladi, Salem; Ahmed, Ahmed Hamid
Journal of English Development Vol. 6 No. 1 (2026): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v6i1.7376

Abstract

This study explored EFL university lecturers’ perceptions of generative AI in relation to critical thinking, focusing on perceived opportunities, acceptable-use boundaries, and assessment dilemmas at the University of Zawia, Libya. A mixed-methods descriptive design was used, combining a questionnaire (N = 70) and semi-structured interviews (n = 10). Survey results showed moderate endorsement of AI opportunities for supporting critical thinking (M = 3.93, SD = 1.08), especially for language and comprehension support (M = 4.23, SD = 0.97) and higher-order question generation (M = 4.03, SD = 1.05). However, lecturers strongly emphasized boundaries for acceptable AI use (M = 4.42, SD = 0.89), particularly the need for an institutional policy (M = 4.60, SD = 0.73) and disclosure of AI use (M = 4.49, SD = 0.86). Assessment dilemmas were high (M = 4.17, SD = 0.98), with strongest concern about plagiarism/patchwriting risks (M = 4.40, SD = 0.84) and difficulty judging students’ own critical thinking (M = 4.24, SD = 0.97). Interview findings reinforced a “benefit–boundary tension,” highlighting preference for assessment redesign (in-class writing, oral defense, and process portfolios) over detection-based policing. The study recommends regulated-use guidance, staff training, and student integrity support.
Co-Authors Abdulghani, Naser Abdullah, Mahmoud Abdullaha, Lubnah Abouzied, Abdulghani Ahmed, Ahmed Hamid Aladi, Salem Alatrish, Entisar Albshkar, Hajer Alfallah, Bushra Almajri, Sumaia Alrumayh, Safa Alsaeh, Fatima Alshineeti, Aml Ayad, Nahid Baroud, Najah Elbi, Mohamed Elfzzani, Zenab Husayn, Enaas Husna Nashihin Ibrahim, DafaAllah Kasheem, Amaal kasheem, Majdy Masuwd, Mowafg Omran, Sara Shalghoum, Najimudin