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Suliman Abdelaty

Ronin Institute for Independent Scholarship, RIIS 2.0

 

Abstract

This study investigates the strategic readiness of Libyan higher education institutions for integrating artificial intelligence (AI) into English language teaching (ELT). Using an explanatory sequential mixed-methods design, data were collected from 187 ELT instructors and 14 department heads across six public universities during the 2024–2025 academic year. A 52-item Likert-scale questionnaire measured four readiness dimensions—technological infrastructure, pedagogical preparedness, institutional policy, and instructor attitudes—while semi-structured interviews provided qualitative depth. The results revealed moderate-to-low overall readiness (M = 2.61, SD = 0.74), with infrastructure scoring lowest (M = 2.14) and attitudes highest (M = 3.38). Thematic analysis surfaced five themes: resource scarcity, policy ambiguity, professional development gaps, cautious optimism, and reliance on informal workarounds. Hierarchical regression indicated that institutional policy support (β = .41), pedagogical preparedness (β = .29), and prior technology training (β = .17) were most strongly associated with instructor willingness to adopt AI tools. The findings reveal a structural misalignment between instructor enthusiasm and systemic capacity, suggesting that coordinated strategic planning is required before meaningful AI integration in Libyan ELT can be realised. Implications and a phased readiness framework are proposed.

 

Keywords

Artificial intelligence, AI readiness, English language teaching, Libyan higher education, technology integration