E-Learning in University Mathematics Education in Libya: A Critical Review of Student Attitudes and Technology Acceptance Evidence

Abstract

Mathematics departments need evidence about students’ attitudes before expanding electronic coursework. This paper examines published findings relevant to Libya and Bani Walid. It presents a critical narrative review of publicly accessible research. Searches combined English and Arabic location terms with mathematics, attitudes, electronic learning, and technology acceptance. Evidence was grouped by discipline, location, research design, and measured outcome. Direct Libyan evidence includes a survey of 392 mathematics and statistics students concerning electronic books. Related studies address engineering students, mathematics teachers, and physics students in Bani Walid. Published mathematics interventions provide additional evidence about feedback, visual learning, and blended instruction. Across these sources, acceptance depends on perceived learning value, usable tools, confidence, and practical access. However, favorable attitudes do not establish improved mathematical achievement. Local reporting also requires care. One Bani Walid physics paper combines categories differently between its abstract and results table. No verified study identified here directly estimates attitudes among Bani Walid university mathematics students. The review therefore proposes a local study combining an accessible questionnaire, coursework records, interviews, and a controlled teaching pilot. The proposed pilot compares equivalent mathematics tasks while measuring attitudes and achievement separately. Recommendations favor readable mathematical notation, downloadable explanations, useful feedback, and support for students with unreliable access. The paper provides an evidence base for local research without inventing participants, results, or causal effects.