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All Journal Jurnal Suara Hukum Journal of English Development Journal of Education and Teacher Training Innovation (JETTI)
Aladi, Salem
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Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Philosophy in Context: Learning Experiences of Language and Translation Students in Libya Barkah, Sami; Aladi, Salem
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/bep21583

Abstract

This study examines the students’ experiences, expectations, and perceptions of philosophy courses which is taught in non-philosophy major programs at the Faculty of Languages and Translation, University of Zawia, Libya. By using a mixed-methods research design, quantitative data were collected through a structured questionnaire administered to 250 undergraduate students from departments of English, French, Arabic and Italian languages. Qualitative insights were obtained from semi-structured interviews with 20 participants. The questionnaire was analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations), while interview transcripts were examined through thematic analysis to generate and triangulate key themes. The findings show that although students recognize philosophy as intellectually and ethically valuable, they consistently perceive it as abstract, demanding, and insufficiently connected to their academic specialization in language and translation studies. A notable gap emerges between students’ high expectations, particularly regarding critical thinking, ethical awareness, and practical relevance, and their actual learning experiences. Challenges related to conceptual complexity, philosophical language, teaching pace, and assessment methods were prominently reported. However, qualitative evidence indicates that students stay positively disposed toward philosophy and express strong willingness to engage with the subject when instructional barriers are reduced. The study argues that these challenges came primarily from pedagogical and curricular disintegration rather than from students’ rejection of philosophy itself. The paper concludes by offering context-sensitive pedagogical implications for teaching philosophy to non-specialists in Libyan higher education, emphasizing the need for applied, student-centered, and interdisciplinary approaches. These findings imply that philosophy courses for non-specialists in Libyan higher education should be redesigned through stronger curriculum integration with language and translation programs, student-centered instruction, and assessment formats that emphasize applied reasoning rather than memorization.
From Judicial Permission to Judicial Governance: Polygamy Regulation under Libyan Family Law (1984–2015) Masuwd, Mowafg; Barkah, Sami; Aladi, Salem; Alrumayh, Safa; Hasan, Laylay; Omar, Zaynab; Ayad, Nahid
Jurnal Suara Hukum Vol. 8 No. 1 (2026): Jurnal Suara Hukum
Publisher : Universitas Negeri Surabaya

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Abstract

This study analyzes the judicial regulation of polygamy in the Libyan family law using socio-legal and maqasid al-shariʿah framework. Focusing on Law No. 10 of 1984 on Marriage and Divorce and its amendments (1991, 1994, and the 2015 deletion of Article 13), the study traces how polygamy shifted from jurisprudential (fiqhi) permissibility to judicial restriction subject to authorization, contestation, and potential refusal. Using qualitative doctrinal analysis supported by socio-legal contextualization, the research examines how the authorization mechanisms have transformed polygamy from a private spousal privilege to a legally conditioned practice subject to state supervision and refusal. The findings show an institutional shift in the role of Libyan courts from verifying formal requirements to evaluating financial capacity, potential harm, and family welfare, especially after the 1994 “serious reasons” standard. The article argues that these restrictions are better understood as a maqasid-oriented understanding of justice and harm prevention rather than as a departure from Shariʿah. By linking statutory law, judicial discretion power, and socio-political context, the study contributes to the continuous debates on Islamic family law reform, the role of courts in Muslim-majority countries, and the normative foundations for regulating marital practices.
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 Ahmed, Ahmed Hamid Alouzi, Khuloud Alrumayh, Safa Ayad, Nahid Barkah, Sami Hasan, Laylay Ibrahim, DafaAllah Masuwd, Mowafg Omar, Zaynab Omran, Sara