-This qualitative case study investigates the effectiveness of AI-driven translation technologies in mediating cultural understanding within English Language Teaching (ELT) contexts in Libyan higher education. Drawing on data from semi-structured interviews with 55 ELT instructors, 24 classroom observations across six universities, and document analysis of student translation outputs and institutional curricula, the study reveals a dualistic role of artificial intelligence in language pedagogy. While AI-powered tools such as Google Translate and Microsoft Translator significantly enhance lexical accessibility and reduce language anxiety among learners, their capacity to convey cultural nuance remains critically limited. Findings indicate that algorithmic biases, rooted in Anglo-American linguistic corpora, result in the systematic flattening of cultural meaning and misrepresentation of idioms, humor, politeness strategies, and socio-pragmatic cues, thereby reinforcing a form of digital linguistic imperialism. Students’ uncritical reliance on AI outputs has fostered a “copy-paste culture,” undermining opportunities for intercultural reflection and eroding pragmatic awareness. However, the study also identifies transformative potential when AI tools are pedagogically repurposed through “teaching against the machine” strategies. A subset of instructors successfully used AI-generated mistranslations as pedagogical moments to foster critical cultural awareness, metacognitive reflection, and intercultural dialogue. Despite this potential, widespread implementation is hindered by systemic barriers, including the absence of institutional policies, lack of professional development, curricular gaps, and infrastructural challenges. The research concludes that AI technologies are not inherently facilitative or obstructive to cultural understanding; rather, their effectiveness is contingent upon intentional pedagogical mediation, critical digital literacy, and context-sensitive integration. The study calls for curriculum reforms, ethical AI integration frameworks, and teacher training programs that

position AI as a scaffold, not a substitute for intercultural communicative competence in ELT contexts

KEYWORDS: AI-driven translation, cultural understanding,, English language teaching, higher education, Libya, intercultural competence, technology integration

driven translation technologies in mediating his qualitative case study investigates the effectiveness of AI

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This research investigated the challenges medical university students encounter in learning

technical vocabulary. A quantitative research approach was adopted. 61 first-year medical

students at the University of Gharyan participated in the study. A structured questionnaire was

used to gather the data. The findings revealed that medical university students encounter

several challenges in medical vocabulary learning, including pronunciation, spelling, meaning and use. The results also indicated that medical university students struggle to recall some

medical terms, which could be attributed to cognitive overload. The researchers suggest

revaluating the current English medical programs at the Faculties of Medicine in Libya.

Teaching vocabulary in context, highlighting the grammatical categories of words, drawing

distinctions between synonyms through examples, and training students on using medical

words through interactive activities could enhance the current English medical programs.

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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.