Abstract:

This research deals with estimating the likely switch of own car and private vehicles modes

users to public transport modes in the main cities as Tripoli Capital city of Libya due to

reduced travel time of all trips influenced by travel costs through the introducing the public

transport modes such as public buses and increasing cost of car parking. The data on other

factors (variables) that could potentially reason a model switch of from own cars and private

transport to public transport were collected through a survey (questionnaire) with a specified

preference approach. Mode-switch models to describe the switch of behaviour of own car

operators to public transport are developed. A binary logit regression model was used to

assessment the transport displacement model for work and study trips. Mode-switch

likelihood curves have also, been developed to serve as a user-friendly tool to analyse the

likely model-switch for a variety of variables. One way to achieve this objective is by

establishing reserved public transport lanes on main urban Tripoli city roads. The providing of

private road lanes will reduce the level of road traffic congestion and this may effect in a

switch of all or some private transport mode users to public transport modes.

Key words: Own car, Public transport modes, logit model, Travel time, Travel cost, parking

cost and switch probabilities.

Abstract

This qualitative research has been explored factors affecting English language learner performance and teacher effectiveness. Specifically, it has been investigated key elements impacting English language teacher effectiveness and learner proficiency, grounded in established theoretical frameworks and prior research. The study has been aimed to understand how to enhance the English language teaching process by addressing challenges originating from teachers. It has been provided a clear definition of an effective teacher and clarified the meaning of "effectiveness" within language instruction. Furthermore, it has been elucidated the characteristics of effective language teachers and presented a comprehensive understanding of professionalism and teacher professional development. It also has been explored teachers' perceptions regarding the qualities of effective English language instructors and outlined concrete steps for impactful professional development initiatives. Furthermore, it has been identified common challenges in teaching English effectively faced by educators and have been proposed practical remedies to overcome these obstacles. Finally, it has been concluded with recommendations for the Ministry of Education, advocating for systemic interventions that influence policy, resource allocation, and national strategy to cultivate a culture of continuous learning and excellence among English language teachers.

Keywords: English Language Learners, Teacher Effectiveness, Learner Proficiency, Professional Development, English Language Teaching, Pedagogical Challenges, Teacher Professionalism, Educational Policy.

ABSTRACT

This study aimed to explore EFL teachers’ perceptions of the 21st-century PD program in six primary schools in Al Jabal Al Gharbi district. 31 teachers participated in the study. The mixed-research approach was used to conduct the research. A structured questionnaire and a semi-structured interview were used to gather the data. The results revealed that participants acquired several teaching skills, such as new techniques for teaching vocabulary, speaking, and listening language skills, from the 21st-century PD program. Furthermore, the participants reported positive changes in their students’ outcomes, including improved speaking, listening and vocabulary. The findings also revealed some complications in implementing the PD program, including a lack of resources and administrative support at some schools.

This paper proposes a novel robust blind color image watermarking technique that combines entropy analysis, lifting wavelet transform (LWT), QR factorization, and discrete cosine transform (DCT) for copyright protection. The RGB components of the color image are first separated, and the R component is then subjected to the 2-level LWT. Following DCT is applied to the 2-level LWT's high-frequency sub-band, the DCT coefficients are separated into 4x4 non-overlapping blocks. Each chosen block is then subjected to QR factorization, and the watermark is embedded in the first row and first column element of the upper triangular matrix. Numerous simulated tests show that the presented scheme is highly imperceptible and robust to attacks. The presented watermarking scheme performs better than the others in terms of invisibility, according to comparisons with comparable schemes.

Abstract The integration of Artificial Intelligence (AI) in education is progressively transforming teaching, learning, and administrative practices globally, with significant potential for application in Libya. the purpose of this research is to discuss and evaluate the benefits and risks of AI in the education system of Libya. To achieve this, a descriptive research approach was employed, using a questionnaire distributed to a selected group of educational professionals in Libya. The sample consisted of 1,000 participants, and the survey was conducted via the WhatsApp application. The results highlight that personalized learning received the highest mean score of 4.19, indicating strong agreement on its effectiveness. Automation of administrative tasks (mean 3.80) and data-driven decision-making (mean 3.98) also showed favorable perceptions, with low variances around 0.24 0.25, reflecting consistent responses. Improved student engagement had a mean of 3.91 and a standard deviation of 0.49, similar to others, suggesting overall positive and uniform attitudes. Additionally, most responses clustered around neutral to moderate agreement, with modes of 3 or 4, showing balanced or mildly supportive opinions. Variance values ranging from 1.39 to 1.48 suggest a moderate spread, indicating some disagreement among participants. Standard deviations around 1.18 to 1.21 confirm a consistent yet moderate level of variability, without extreme polarization The obtained results show strong agreement on the benefits of educational innovations, especially personalized learning, which had the highest mean, and all aspects scored highly with low variability, indicating consistent positive perceptions. At the same time, the conclusions reveal moderate concern among respondents about the cost and inequality issues related to AI in education, with variance and standard deviation values reflecting a consistent spread of opinions. This research contributes to the academic discourse on the impactful integration of AI in academic institutions and establishes positive perceptions for continual enhancement. Overall, funding infrastructure emerges as the most pressing challenge, with general agreement across participants. Keywords. Artificial Intelligence, Education, Personalized Learning, Libya.