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All Journal Amorti: Jurnal Studi Islam Interdisipliner Action Research Journal Indonesia (ARJI) Asshika: Journal of English Language Teaching and Learning Journal of Education and Teacher Training Innovation (JETTI)
Khuloud Alouzi
University of Zawia
Religion Humanities Education Social Sciences Other

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The Effect of AI-Supported English Literary Instruction on Learning Archaic Vocabulary among EFL Students Abdulghani Abouzied; DafaAllah Ibrahim; Khuloud Alouzi; Mowafg Abrahem; Bushra Alfallah; Mohieddin Masoud
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.v2i2.471

Abstract

Learning archaic vocabulary remains a serious challenge for students studying English literature in an English-as-a-Foreign-Language (EFL) context. This study examines the effect of combining English literary texts with artificial intelligence (AI) tools on the learning of archaic vocabulary among undergraduate students at the Faculty of Languages and Translation, University of Zawia, Libya. The study used a quasi-experimental mixed-methods design with 60 EFL students, divided into an experimental group (n = 30) and a control group (n = 30). Both groups completed a pre-test and a post-test to measure their knowledge of archaic vocabulary in literary texts. The experimental group received AI-supported literary instruction, while the control group received conventional vocabulary instruction. The results showed that both groups improved, but the experimental group achieved much higher gains, rising from a pre-test mean of 9.83 to 16.27, while the control group increased from 9.71 to 12.08. An independent-samples t-test showed a significant difference between the two groups, t(58) = 7.65, p < .001. The questionnaire results also showed very positive student perceptions toward the AI-supported approach. The findings indicate that integrating AI tools into literature-based instruction can improve learning of archaic vocabulary and increase student engagement in EFL higher education.
Perceptions of Islamic Studies, Sharia, and Law Students Towards the Use of Artificial Intelligence in English Learning Safa Alrumayh; Nahid Ayad; Khuloud Alouzi; DafaAllah Ibrahim; Mahmoud Abdullah; Mohieddin Masoud; Majdy Kasheem
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.504

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies is significantly transforming our understanding of educational landscapes worldwide, prompting new pedagogical models and reshaping how students interact with language learning tools. Within traditionally text-centric disciplines such as Islamic Studies, Sharia, and Law, the integration of AI into English language education presents both opportunities and challenges that warrant critical inquiry. This study investigates the perceptions, usage patterns, and pedagogical implications of AI tools in English learning among 250 students in these fields. Drawing from sociocultural learning theory and Islamic pedagogical ethics, a mixed-methods approach was employed, with quantitative data gathered through a 20-item Likert-scale questionnaire. Findings reveal positive attitudes toward AI, especially in writing improvement, vocabulary acquisition, and Arabic-English translation. Students also acknowledged AI’s utility in linking complex legal and religious concepts to English equivalents. However, responses varied on AI’s accuracy in translating fiqh and legal terminology, with concerns about interpretive limitations and doctrinal precision. Interestingly, while experts warn of AI’s contextual shortcomings, students reported low concern, suggesting a gap in AI literacy. The study highlights the need for critical pedagogical strategies that foster AI competency while maintaining ethical and theological sensitivity.
The Impact of Artificial Intelligence on Knowledge Management: Faculty Perspectives from the University of Zawia’s Faculties of Economics, Management, and Law Enaas Husayn; Safa Alrumayh; Majdy Kasheem; DafaAllah Ibrahim; Khuloud Alouzi; Najimudin Shalghoum; Sumaia Almajri
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.
Advancing Sustainable Development Goals through Islamic Education: A Mixed-Methods Study among Scientific Disciplines at the University of Zawia Lubnah Abdullaha; Najah Baroud; Fatima Alsaeh; Amaal kasheem; Khuloud Alouzi; Najimudin Shalghoum; Mahmoud Abdullah; 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.
Co-Authors Abdulghani Abouzied Amaal Kasheem Bushra Alfallah DafaAllah Ibrahim Enaas Husayn Fatima Alsaeh Husna Nashihin Lubnah Abdullaha Mahmoud Abdullah Majdy Kasheem Mohieddin Masoud Mowafg Abrahem Nahid Ayad Najah Baroud Najimudin Shalghoum Safa Alrumayh Sumaia Almajri