Abstract
Lecturers training is crucial for enhancing educational quality and ensuring alignment with contemporary curricula. This study examines the barriers impeding Lecturers training programs in higher technical education institutions in Libya, with the goal of improving Lecturers proficiency. A descriptive-analytical approach was utilized, and data was collected from 65 Lecturers members across five municipalities in the Aljabel Algarbee region of Libya using a comprehensive questionnaire addressing planning, methodologies, resources, trainers, and trainees. The study data was analyzed statistically using the famous software SPSS, revealing significant correlations between the identified barriers and the proposed solutions. A regression analysis and ANOVA (F-test) were conducted, showing that 62% of the variance in training obstacles could be explained by predictor variables such as inadequate planning, insufficient content, and challenges related to modern educational methodologies. According to the findings, the study suggests adopting effective planning strategies to enhance the effectiveness of lecturer training programs to improve academic performance and increase the efficiency of higher technical education outcomes in Libya, thereby contributing to digital transformation and sustainable development. Keywords: Enhancement Training Programs, Enhancement Academic Performance, Training Content, Training Barriers, Effective Training Strategies.
Published Version
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