Artificial Intelligence among Faculty Members in Libyan Universities: Reality, Challenges, and Future Prospects

Abstract

Artificial intelligence has become an everyday presence in many classrooms from a distant idea. Research offices are also feeling this change. Libyan universities are no exception. This is true despite the fact that the country has managed the political divide for more than a decade. The campus was damaged. The number of senior academic faculty members was steadily declining. This paper examines the way teachers across Libya are coping with this new technology. It is based entirely on published studies, national data, and government documents. No new survey was conducted for this purpose. This review combines the findings of recent Libyan studies. These studies include a survey of 314 faculty members and a separate study of 130 researchers. It is also based on a global framework. These include technology acceptance models and a standard view of technology acceptance and utilization. The picture that appears is mixed but not disappointing. The adoption of basic tools such as ChatGPT is now popular among Libyan academics. However, ethical concerns, weak infrastructure, poor training, and unclear institutional rules are slowing down deep utilization. The paper also highlights the National Strategy for Artificial Intelligence in Libya from 2026 to 2030. The strategy was launched in June 2026. He asks what this strategy means for universities in particular. The strategy itself was written with very little direct reference to higher education. The results show that Libyan faculty members voluntarily use artificial intelligence. However, these operate without any specific institutional support, written guidelines or continuous training. The dissertation concludes with concrete recommendations for the Ministries, University leadership, and Faculty Development Units. These recommendations aim to translate individual concerns into a more credible institutional capacity.