شبكة المعلومات العربية التربوية

As technology continues to transform the higher education sector, computer science professors confront a slew of hurdles when using innovative technologies like Chat GPT technology into their teaching approaches. This paper digs into the specific problems that computer science professors face in Libyan higher education institutions as they manage the use of Chat GPT technology. This investigation uses a quantitative research approach to expose the complexities of these difficulties, providing useful insights into the junction of technology and pedagogy. While Chat GPT technology provides considerable promise for improving student engagement and learning experiences, key findings show that instructors in Libya confront hurdles ranging from technological limits to cultural adaptations. The identified problems highlight the significance of specific approaches to technology integration within the context of Libyan higher education. This study not only adds to our understanding of the challenges that computer science educators in Higher Education face in Libya, but it also has implications for educational policymakers and stakeholders seeking to promote effective technology uptake. Educators and institutions may better utilize the potential of Chat GPT technology to create engaging and dynamic learning environments by recognizing and solving these obstacles. As technology advances, this study offers a relevant examination of the obstacles and potential in harnessing novel technologies for educational growth. (Published abstract)