Since the 1970s there has been rapid expansion of higher education provision in Libya and also concerns about quality versus quantity of education amid calls to reform higher education in Libya. The aim of the present study is to evaluate the current pedagogic approaches of geography teaching in Libyan universities. This information has been obtained by seeking the perceptions and attitudes through questionnaires of university teachers and students from eight Libyan higher education institutions, representing a range of locations and types of institution. A comparison was also made to UK geography teaching, using published information to indicate possible alternative approaches. The results from students were to a large extent consistent with the results of teachers, although there were some differences between the newly established institutions and the others. Respondents showed dissatisfaction towards many issues related to the teaching of geography at this level, notably the lack of specialized degrees; the inclusion of non-geography modules in courses; the integration of environmental issues within the curriculum; educational resources; the current conditions of laboratories; the teaching methods used by teachers; lecture presentation methods; the illustrative aids used by teachers; and the current fieldwork strategy. This study highlights the need for revision of current pedagogic approaches to geography teaching in Libyan universities, in which the UK¿s model may be a useful guide. / General People¿s Committee for Higher Education of Libya

Since the 1970s there has been rapid expansion of higher education provision in Libya and also concerns about quality versus quantity of education amid calls to reform higher education in Libya. The aim of the present study is to evaluate the current pedagogic approaches of geography teaching in Libyan universities. This information has been obtained by seeking the perceptions and attitudes through questionnaires of university teachers and students from eight Libyan higher education institutions, representing a range of locations and types of institution. A comparison was also made to UK geography teaching, using published information to indicate possible alternative approaches. The results from students were to a large extent consistent with the results of teachers, although there were some differences between the newly established institutions and the others. Respondents showed dissatisfaction towards many issues related to the teaching of geography at this level, notably the lack of specialized degrees; the inclusion of non-geography modules in courses; the integration of environmental issues within the curriculum; educational resources; the current conditions of laboratories; the teaching methods used by teachers; lecture presentation methods; the illustrative aids used by teachers; and the current fieldwork strategy. This study highlights the need for revision of current pedagogic approaches to geography teaching in Libyan universities, in which the UK's model may be a useful guide.