Enhancing the Performance of Higher Education Tutors through the Integration of Translated Cultural Experiences in Teaching

الملخص

Determining what to include in higher education teaching materials has long been a complex challenge. Pursuing a progressive future in education necessitates the integration of contemporary global experiences and cultural perspectives alongside local knowledge. This paper explores various strategies for incorporating cross-cultural experiences through translation to enhance lecturers' teaching effectiveness. The primary objective is to encourage higher education lecturers to incorporate diverse cultural experiences into both their teaching materials and methodologies. The research focuses on a significant issue: Libyan students in higher social studies education often struggle when interacting internationally with peers of the same educational level. They frequently perceive themselves as less qualified, particularly during participation in international conferences. This raises critical questions: Do Libyan students in higher education receive sufficient exposure to diverse cultural experiences that enhance their confidence in cross-cultural interactions? Are their instructors incorporating adequate content from other cultures to foster these skills? Furthermore, are contemporary, varied teaching methods being employed? We hypothesize that lecturers predominantly rely on teaching materials rooted in their own cultural background, with limited inclusion of global experiences, and utilize outdated teaching methods. A qualitative research approach was adopted, with data gathered through interviews with tutors at this educational level. Preliminary findings reveal that higher education tutors in social studies lack dynamism in their teaching practices, failing to integrate cross-cultural scientific experiences into their curriculum. Moreover,