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All Journal Asshika: Journal of English Language Teaching and Learning Cigarskruie: Journal of Educational and Islamic Research
Laylay Hasan
University of Zawia
Religion Education Social Sciences

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Lecturers’ Perceptions of Integrating Islamic Environmental Ethics into Sustainability Education Laylay Hasan; Zaynab Omar; Karima Elhaj; Abdulrauf Atia; Entisar Alatrish; Fatima Alsaeh; Mohamed Elbi
Cigarskruie: Journal of Educational and Islamic Research Vol. 3 No. 1 (2025): September
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/cigarskruie.v3i1.466

Abstract

This study examines lecturers’ perceptions of integrating Islamic environmental ethics in sustainability education in Libyan higher education institutions. Using a mixed-methods design, survey data were collected from 150 lecturers at the University of Zawia using a 21item questionnaire covering conceptual understanding, perceived importance, teaching practices, perceived outcomes, institutional support, and challenges/professional needs. Semi-structured interviews with 10 lecturers were conducted to contextualize and explain the quantitative patterns. Quantitative findings showed strong support to the conceptual coherence and importance of Islamic environmental ethics for sustainability education, with high perceived student outcomes, but only moderate levels of reported teaching practices. Institutional support received the lowest ratings and showed high variability, while professional development and time constraints emerged as notable needs. Qualitative themes indicated that lecturers commonly anchor sustainability in Islamic concepts such as khilafah (stewardship), amanah (trust), mizan (balance), and harm prevention, and report higher student engagement when sustainability is framed as moral accountability and identity-consistent learning. However, implementation was constrained by limited structured programs, scarce teaching materials, lack of locally grounded Libyan case resources, and challenges in assessing ethical learning outcomes. The study suggests implementation pathway from ethical integration to pedagogical translation and institutional enabling conditions, offering implications for curriculum design, staff development, and policy to support scalable integration in Libyan universities.
Lexical, Syntactic, and Terminological Errors in Arabic-English Legal Translation among Undergraduate Students Mowafg Abrahem; Abdulrauf Atia; Laylay Hasan; Karima Elhaj; Entisar Alatrish; Safa Alrumayh; Zaynab Omar
Asshika: Journal of English Language Teaching and Learning Vol. 2 No. 2 (2025): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/asshika.v2i2.470

Abstract

This study examines the main error patterns found in Arabic-English legal translation among undergraduate students at the Faculty of Languages and Translation, University of Zawia, Libya. It seeks to identify the most frequent lexical, syntactic, and terminological errors in students’ translations and to explain these errors in relation to legal translation competence and teaching needs. The study used a corpus-based descriptive error-analysis design. Sixty undergraduate students enrolled in legal translation courses participated in the study. Each student translated a selected legal text from Arabic into English under controlled classroom conditions, and the translated scripts were compiled into a learner corpus for analysis. The findings showed a total of 538 errors across three main categories: terminological, syntactic, and lexical. Terminological errors were the most frequent, representing 45.2% of all errors, followed by syntactic errors at 31.8%, while lexical errors accounted for 23.0%. The results showed that students had the greatest difficulty in rendering specialized legal concepts accurately, maintaining terminological consistency, and distinguishing technical legal meanings from ordinary vocabulary. Syntactic difficulties also appeared in sentence structure, word order, passive voice, and the handling of complex legal clauses. The study concludes that students’ problems in legal translation may stem from limited exposure to authentic legal discourse, insufficient training in legal terminology, and overreliance on general translation strategies. The findings underline the need for more specialized, genre-based, and terminology-focused legal translation instruction in Libyan higher education.
Co-Authors Abdulrauf Atia Entisar Alatrish Fatima Alsaeh Karima Elhaj Mohamed Elbi Mowafg Abrahem Safa Alrumayh Zaynab Omar