Abstract
Digital education has progressed through several stages and transitions over the past thirty or forty years. It is an umbrella term that represents the continued integration of digital education. It provides complementary use of technology in the classroom, using one or more of online instruction tools. Libya for instance is currently between those developing countries that used to be a unified, interconnected world of free trade. However, the past and recent studies highlight several boundaries and shortcomings that significantly delay the inclusive performance and procedure of the education system in Libya such as complicated exchange of information due to poor infrastructure, previous conflict, and recently impact of Covid -19 pandemic. Covid-19 pandemic has made many countries adapt to new situations in different sectors including education. This study supports the need to prepare and implement e-learning strategies, and shift into resilience e-learning technologies in Libyan educational system. This is done by conducting a comprehensive and critical review in some of the past and recent related studies to understand better its status. Besides to determine which factors or barriers that the most significant challenges and limit stakeholder to implement e-learning technologies, to identify related solutions to prepare and implement learning strategies, and then to shifting into resilience e-learning technologies with its role in modern and sustainable Libyan society. These solutions can be implemented not only during the current pandemic and after, but it can be shifted into resilience e-learning technologies that are adopted into other crises such as those caused by weather and digital infrastructure.
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Lahwa, F., Alsulimani, T., Amaimin, M. (2023). Prepare to Implement E-Learning Strategies and Shift into Resilience E-Learning Technologies. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_76
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