التعليم الأخضر في السياقات ما بعد النزاع: مراجعة منهجية لإمكاناته وعوائقه ومتطلبات تطبيقه في ليبيا

أولا المراجع العربية

الأمم المتحدة. (2015). تحويل عالمنا: خطة التنمية المستدامة لعام 2030. نيويورك: الأمم المتحدة.

https://sdgs.un.org/ar/2030agenda

البنك الدولي. (2022). تقرير التنمية في العالم 2022. واشنطن: مجموعة البنك الدولي.

https://www.worldbank.org/en/publication/wdr2022

بنك التنمية الأفريقي. (2019). وثيقة استراتيجية ليبيا للفترة 2019-2023. أبيدجان: مجموعة بنك التنمية الأفريقي.

https://www.afdb.org

برنامج الأمم المتحدة الإنمائي. (2023). تقرير التنمية البشرية 2023/2024. نيويورك: UNDP.

https://hdr.undp.org

هواري، زهير. (2024). التعليم في ليبيا… أزمات متلاحقة. صحيفة العربي الجديد.

https://www.alaraby.co.uk/society/التعليم-في-ليبيا-أزمات-متلاحقة

وزارة التربية والتعليم الليبية. (2024). إحصاءات التعليم العام في ليبيا: طلاب، مدارس، مؤسسات تعليمية. تقارير رسمية منشورة / بيانات وزارة التربية.

اليونسكو. (2020). التعليم من أجل التنمية المستدامة: خارطة طريق — التعليم من أجل التنمية المستدامة 2030. باريس: منظمة اليونسكو.

https://doi.org/10.54675/RRIG2893

محمد، محمد جمال فؤاد. (2026). الذكاء الاصطناعي والتأهيل المهني: رؤية مستقبلية لسوق عمل مستدام. مجلة الفاروق للعلوم، 2(2)، 126-140.

بن حكومة، مصطفى أحمد؛ الزمزام، عبد السلام علي؛ والشيخ، عالية سالم. (2026). التوظيف المستدام للذكاء الاصطناعي في التعليم التقني: تحليل واقعي لآليات تعظيم القيمة المضافة وتقويض المخاطر المهنية. مجلة الفاروق للعلوم، 2(2)، 182-198.

ثانيا المراجع الأجنبية

Abdelatia, F. A. H., et al. (2023). Challenges Faced by Libyan English Instructors in Using E-Communication Tools. Journal of Language Teaching and Research, 14(2), 512–521. https://doi.org/10.17507/jltr.1402.25

Abo-Khalil, A. G. (2024). Integrating sustainability into higher education challenges and opportunities for universities worldwide. Heliyon, 10(3), e24659. https://doi.org/10.1016/j.heliyon.2024.e24659

Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(3), 301–307. https://doi.org/10.1002/sd.1931

Akins, E. E., et al. (2019). Sustainability Education and Organizational Change: A Critical Case Study of Barriers and Change Drivers at a Higher Education Institution. Sustainability, 11(2), 501. https://doi.org/10.3390/su11020501

Akinsemolu, A. A., et al. (2025). The role of green education in achieving the sustainable development goals: A review. Renewable and Sustainable Energy Reviews, 207, 114944. https://doi.org/10.1016/j.rser.2024.114944

Aleixo, A. M., Leal, S., & Azeiteiro, U. M. (2018). Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability. Journal of Cleaner Production, 172, 1664–1673. https://doi.org/10.1016/j.jclepro.2016.11.010

Allel, A., et al. (2025). Teachers' and Students' Perspectives on Integrating Education for Sustainable Development in the Chilean Curriculum. Sustainability, 17(5), 2201. https://doi.org/10.3390/su17052201

Amalu, E., et al. (2023). Critical skills needs and challenges for STEM/STEAM graduates increased employability in the solar energy sector. Renewable and Sustainable Energy Reviews, 184, 113584. https://doi.org/10.1016/j.rser.2023.113584

Amin, H., et al. (2023). Education for sustainable development and global citizenship education in the GCC: a systematic literature review. Globalisation, Societies and Education, 21(5), 784–798. https://doi.org/10.1080/14767724.2022.2114188

Ardoin, N. M., Bowers, A. W., & Gol, E. (2022). A systematic mixed studies review of civic engagement outcomes in environmental education. Environmental Education Research, 28(1), 1–26. https://doi.org/10.1080/13504622.2021.1927423

Biancardi, A., et al. (2023). Strategies for developing sustainable communities in higher education institutions. Scientific Reports, 13, 4540. https://doi.org/10.1038/s41598-023-31455-z

Blanco-Portela, N., et al. (2017). Towards the integration of sustainability in Higher Education Institutions: A review of drivers of and barriers to organisational change. Journal of Cleaner Production, 166, 563–578. https://doi.org/10.1016/j.jclepro.2017.08.032

Boeve-de Pauw, J., et al. (2022). Teachers' ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development. Environmental Education Research, 28(7), 1–18. https://doi.org/10.1080/13504622.2021.2010636

Bonilla-Jurado, D., et al. (2024). Advancing University Education: Exploring the Benefits of Education for Sustainable Development. Sustainability, 16(3), 1267. https://doi.org/10.3390/su16031267

Buijlayyil, M., et al. (2025). Sustainability Education for Post-Disaster Recovery: A Qualitative Study of Community and Policy Perspectives in Derna, Libya. Sustainability, 17(3), 1012. https://doi.org/10.3390/su17031012

Clune, W., & Zehnder, A. J. B. (2020). The evolution of sustainability models, from descriptive, to strategic, to the three pillars framework for applied solutions. Sustainability Science, 15(3), 1001–1006. https://doi.org/10.1007/s11625-019-00737-1

Demssie, Y. N., et al. (2022). Fostering students' systems thinking competence for sustainability by using multiple real-world learning approaches. Environmental Education Research, 28(7), 1013–1031. https://doi.org/10.1080/13504622.2022.2073245

Elom, C., et al. (2024). Achieving carbon neutrality in Africa is possible: the impact of education, employment, and renewable energy consumption on carbon emissions. Carbon Research, 3, 41. https://doi.org/10.1007/s44246-024-00132-5

Evans, N., et al. (2021). Comparing education for sustainable development in initial teacher education across four countries. International Journal of Sustainability in Higher Education, 22(4), 756–772. https://doi.org/10.1108/IJSHE-04-2020-0108

Ferrer-Estévez, M., & Chalmeta, R. (2021). Integrating Sustainable Development Goals in educational institutions. The International Journal of Management Education, 19(2), 100494. https://doi.org/10.1016/j.ijme.2021.100494

Fischer, D., et al. (2022). Teacher Education for Sustainable Development: A Review of an Emerging Research Field. Journal of Teacher Education, 73(5), 509–524. https://doi.org/10.1177/00224871221081556

Friman, M., et al. (2018). Steering sustainable development in higher education — Outcomes from Brazil and Finland. Journal of Cleaner Production, 186, 364–372. https://doi.org/10.1016/j.jclepro.2018.03.022

Goller, A., et al. (2022). What do We Know About Teacher Educators' Perceptions of Education for Sustainable Development? A Systematic Literature Review. Journal of Teacher Education for Sustainability, 24(1), 88–103. https://doi.org/10.2478/jtes-2022-0007

Hallinger, P., et al. (2024). The Evolution of Educating for Sustainable Development in East Asia: A Bibliometric Review, 1991–2023. Sustainability, 16(2), 541. https://doi.org/10.3390/su16020541

Hassan, M. M., et al. (2025). Systematic literature review on the sustainability of higher education institutions (HEIs): dimensions, practices and research gaps. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2449823

Hinduja, P., et al. (2023). Sustainability in Higher Education Institutions in Pakistan: A Systematic Review of Progress and Challenges. Sustainability, 15(4), 3091. https://doi.org/10.3390/su15043091

Holfelder, A.-K. (2019). Towards a sustainable future with education? Sustainability Science, 14(4), 1061–1067. https://doi.org/10.1007/s11625-019-00682-z

Holst, J. (2022). Towards coherence on sustainability in education: a systematic review of Whole Institution Approaches. Sustainability Science, 18(2), 1015–1030. https://doi.org/10.1007/s11625-022-01226-8

Holst, J., et al. (2024a). Monitoring SDG 4.7: Assessing Education for Sustainable Development in policies, curricula, training of educators and student assessment. Sustainable Development, 32(4), 3084–3096. https://doi.org/10.1002/sd.2787

Holst, J., et al. (2024b). Whole Institution Approach: measurable and highly effective in empowering learners and educators for sustainability. Sustainability Science, 19, 573–590. https://doi.org/10.1007/s11625-023-01447-9

Jones, N., et al. (2022). Disrupted educational pathways: The effects of conflict on adolescent educational access and learning in war-torn Ethiopia. Development and Change. https://doi.org/10.1111/dech.12745

Jurasz, J., et al. (2024). Complementarity of wind and solar power in North Africa: Potential for alleviating energy droughts. Renewable and Sustainable Energy Reviews, 189, 113957. https://doi.org/10.1016/j.rser.2023.113957

Kang, W. (2019). Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers. Sustainability, 11(9), 2532. https://doi.org/10.3390/su11092532

Kioupi, V., & Voulvoulis, N. (2019). Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes. Sustainability, 11(21), 6104. https://doi.org/10.3390/su11216104

Krawczyk, D., et al. (2025). The relationship between educational and scientific regulatory interventions and socio-economic development in military conflict-affected countries. Problems and Perspectives in Management, 23(1). https://doi.org/10.21511/ppm.23(1).2025.01

Leal Filho, W., et al. (2023). Mapping universities-communities partnerships in the delivery of the Sustainable Development Goals. Frontiers in Environmental Science, 11. https://doi.org/10.3389/fenvs.2023.1140994

Leal Filho, W., et al. (2024). Exploring the imperative of education and learning for sustainable development: research gaps and pathways. International Journal of Sustainability in Higher Education, 25(9), 1–17. https://doi.org/10.1108/IJSHE-01-2024-0003

Lee, M., & Kim, E. (2023). Effective environmental education for sustainable development beyond the Plastic Age in South Korea. Environmental Education Research, 29(8), 1187–1203. https://doi.org/10.1080/13504622.2023.2172760

Marouli, C. (2021). Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century. Sustainability, 13(5), 2901. https://doi.org/10.3390/su13052901

Milton, S. (2020). Higher education and sustainable development goal 16 in fragile and conflict-affected contexts. Higher Education, 81(1), 89–105. https://doi.org/10.1007/s10734-020-00527-2

Milton, S. (2021). Higher education, post-conflict democratization and the legacies of authoritarian rule: The Tripoli University Programme for Rebuilding Libya. Education, Citizenship and Social Justice, 16(1), 60–75. https://doi.org/10.1177/1746197920902979

Milton, S., & Barakat, S. (2016). Higher education as the catalyst of recovery in conflict-affected societies. Globalisation, Societies and Education, 14(3), 403–421. https://doi.org/10.1080/14767724.2015.1127749

Murphy, C., et al. (2021). The influence of a teachers' professional development programme on primary school pupils' understanding of and attitudes towards sustainability. Environmental Education Research, 27(3), 365–384. https://doi.org/10.1080/13504622.2020.1827327

Nourredine, H., et al. (2023). Linking Urban Water Management, Wastewater Recycling, and Environmental Education: A Case Study in Casablanca. Education Sciences, 13(7), 663. https://doi.org/10.3390/educsci13070663

Obrecht, M., et al. (2022). Assessment of environmental sustainability integration into higher education for future experts and leaders. Journal of Environmental Management, 316, 115272. https://doi.org/10.1016/j.jenvman.2022.115272

Oe, H., et al. (2022). A Qualitative Assessment of Community Learning Initiatives for Environmental Awareness and Behaviour Change. International Journal of Environmental Research and Public Health, 19(3), 1479. https://doi.org/10.3390/ijerph19031479

Okada, A., et al. (2023). A Climate Change and Sustainability Education Movement: Networks, Open Schooling, and the 'CARE-KNOW-DO' Framework. Sustainability, 15(4), 3618. https://doi.org/10.3390/su15043618

Omotosho, A. (2025). Afrocentric perspectives on UNESCO's education for sustainable development framework. Quality Assurance in Education. https://doi.org/10.1108/QAE-09-2024-0196

Plummer, R., et al. (2021). Higher Education Institution–Community Partnerships: Measuring the Performance of Sustainability Science Initiatives. Innovative Higher Education, 46, 615–630. https://doi.org/10.1007/s10755-021-09560-2

Price, E., et al. (2021). Supporting the role of universities in leading individual and societal transformation through education for sustainable development. Discover Sustainability, 2, 31. https://doi.org/10.1007/s43621-021-00040-5

Price, E., et al. (2024). Enabling change agents for sustainable development: a whole-institution approach to embedding the UN Sustainable Development Goals in higher education. International Journal of Sustainability in Higher Education, 25(5), 1043–1062. https://doi.org/10.1108/IJSHE-10-2023-0413

Ramísio, P. J., et al. (2019). Sustainability Strategy in Higher Education Institutions: Lessons learned from a nine-year case study. Journal of Cleaner Production, 222, 300–309. https://doi.org/10.1016/j.jclepro.2019.02.257

Alnnale, T. (2026). Predictive Governance in Digital Enterprises: An LSTM-Enhanced Deep Learning Framework for Economic Optimization of IT Incident Management Using Enriched Process Logs. Al-Farooq Journal of Sciences, 2(3), 86-113. https://doi.org/10.65405/dctw1z34

Rashid, L. (2019). Entrepreneurship Education and Sustainable Development Goals: A Closer Look at Fragile States and Technology-Enabled Approaches. Sustainability, 11(18), 5018. https://doi.org/10.3390/su11185018

Rodríguez Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of sustainability: a systematic literature review (1999–2019). International Journal of Sustainability in Higher Education, 21(5), 993–1013. https://doi.org/10.1108/IJSHE-01-2020-0020

Shaltami, O. R., Hkoma, M. A. B., Algomati, A. E., & Mohammed, A. A. F. K. (2026). War and Weapon Geochemistry: Key Areas, Applications and Impact on the Sustainable Development Goals. Al-Farooq Journal of Sciences, 2(2), 168-181. https://doi.org/10.65405/tjwgec89

Schaffar, B., et al. (2024). Phenomenon-based learning in Finland: a critical overview of its historical and philosophical roots. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2321987

Scheie, E., et al. (2025). Teachers' implementation of self-designed Interdisciplinary Curriculum Units in Education for Sustainable Development. Research in Science Education, 55, 183–206. https://doi.org/10.1007/s11165-024-10199-x

Schuler, S., et al. (2018). Systems thinking within the scope of education for sustainable development (ESD). Journal of Geography in Higher Education, 42(2), 192–204. https://doi.org/10.1080/03098265.2017.1339264

Shafter, M. E. A., et al. (2020). State of Higher Education in Libya: A Game Change Administrative Approach. Education 3-13, 48(7), 867–876. https://doi.org/10.1080/03004279.2020.1726798

Shulla, K., et al. (2020). Sustainable development education in the context of the 2030 Agenda. International Journal of Sustainable Development & World Ecology, 27(5), 458–468. https://doi.org/10.1080/13504509.2020.1721378

Sinakou, E., et al. (2019). Designing Powerful Learning Environments in Education for Sustainable Development. Sustainability, 11(21), 5994. https://doi.org/10.3390/su11215994

Tafese, M. B., et al. (2025). Embedding Social Sustainability in Education: A Thematic Review from a Global Perspective. Sustainability, 17(4), 1733. https://doi.org/10.3390/su17041733

Taşdemir, Ç., & Karaman, S. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production, 253, 119932. https://doi.org/10.1016/j.jclepro.2020.119932

Vare, P. (2021). Exploring the Impacts of Student-Led Sustainability Projects with Secondary School Students and Teachers. Sustainability, 13(3), 1392. https://doi.org/10.3390/su13031392

Varela-Candamio, L., et al. (2017). The importance of environmental education in the determinants of green behavior. Journal of Cleaner Production, 149, 1173–1188. https://doi.org/10.1016/j.jclepro.2017.02.160

Vergara-Arteaga, M., et al. (2025). Spanish teachers' perceptions of motivations, opportunities, and barriers regarding Education for Sustainable Development. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1513148

Weiss, M., et al. (2021). The patterns of curriculum change processes that embed sustainability in higher education institutions. Sustainability Science, 16(5), 1691–1705. https://doi.org/10.1007/s11625-021-00984-1

Yang, C., et al. (2023). A Bibliometric Review of Education for Sustainable Development, 1992–2022. Sustainability, 15(7), 6104. https://doi.org/10.3390/su15076104

Žalėnienė, I., & Pereira, P. (2021). Higher Education For Sustainability: A Global Perspective. Geography and Sustainability, 2(2), 99–106. https://doi.org/10.1016/j.geosus.2021.05.001

Zickafoose, A., et al. (2024). Barriers and Challenges Affecting Quality Education (SDG4) in Sub-Saharan Africa by 2030. Sustainability, 16(2), 583. https://doi.org/10.3390/su16020583