Harnessing Artificial Intelligence for Education Reform in Libya: Opportunities and Challenges

Abstract

Many education systems are seeking ways to improve teaching quality, personalize learning, and increase administrative efficiency. Libya faces recovery challenges and regional disparities that make scalable solutions especially important. Objective: This study examines how artificial intelligence could contribute to education reform in Libya while safeguarding equity, privacy, and academic integrity. Methods: We conducted a scoping review of recent empirical studies and policy documents, compared implementation frameworks, and completed a Libya‑focused desk review on governance, infrastructure, human capacity, and curriculum‑aligned content. Results: The synthesis indicates that intelligent tutoring, adaptive practice, automated feedback for low‑stakes writing, and responsible data use can support gains in achievement and teacher efficiency when aligned with curriculum and accompanied by sustained professional development. Constraints include uneven connectivity, capacity gaps, and limited high‑quality Arabic content; these factors can widen disparities if not addressed. Conclusion: A staged roadmap is proposed that prioritizes national guidance and safeguards, teacher capacity building, targeted pilots in foundational literacy, mathematics, and writing support, and careful scale‑up based on evidence and inclusiveness across regions.