Exploring Lecturers’ Perceptions and Practices of Information and Communication Technology Integration in Teaching at the Higher Institute of Water Affairs, Ajilat, Libya: A Critical Secondary-Empirical Analysis

Abstract

Teaching with information and communication technology (ICT) is not equivalent to integrating it pedagogically. This critical secondary-empirical article examines how published Libyan lecturer research and recent UK staff surveys illuminate the relationship between positive attitudes, enacted teaching practices and institutional constraints in the context of the Higher Institute of Water Affairs, Ajilat. A transparent purposive synthesis differentiates interview/observation evidence, questionnaire results and sector benchmarks. Salem's (2019) Libyan university case study involved 12 lecturer interviews and classroom observations; a 2023 Libyan survey of 100 lecturers reported a mean of 3.54 on its technology-use measure; and a 2026 qualitative study documented tensions around time, disruptions and digital confidence among ten teachers. The UK Jisc 2024/25 higher-education teaching-staff survey (n = 1,765) reported that 64% rated their digital teaching environment positively, while 53% rated technology support above average and 23% reported AI-training provision. A further-education survey (n = 763) found 65% reporting wifi problems and 41% device difficulties. Cross-study synthesis suggests a recurrent attitude–practice–conditions gap, but does not establish its prevalence in Ajilat or the causal effects of particular technologies. The paper advances an observable, domain-specific ICT-pedagogy framework, includes source-labelled figures and develops an ethically feasible mixed-methods field protocol that measures actual practice alongside lecturer perceptions.