Why is Digital Transformation Hard at Azzaytuna University? Views from Faculty Members
DOI:
https://doi.org/10.35778/867c5f81Keywords:
Digital transformation, E-learning, Higher education, Faculty members, Azzaytuna University, LibyaAbstract
This study examines how faculty members at the Faculty of Education at Azzaytuna University in Libya use e-learning and how they feel about digital tools. A descriptive-analytical approach was used. Data were collected from 89 faculty members to identify the main barriers to using technology in teaching. The results show a clear gap. Although most teachers have positive attitudes toward digital transformation, their actual use of technology is only moderate. This gap is mainly due to technical problems such as weak internet service, limited equipment, and insufficient administrative support. The findings also show that academic rank affects the level of technology use, which means that professional experience plays a role in adoption. In addition, there is a strong positive relationship between using digital tools and improving teaching quality. The study recommends improving the university’s digital infrastructure and providing continuous professional training. Stronger institutional policies are also needed to make digital learning a stable and long-term strategy in higher education in Libya.
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