This policy analysis examines the strategic integration of digital technologies within Libya's urban education sector from 2021 to 2024, a period of post-conflict reconstruction. It addresses the critical problem of how national educational policy, amidst acute infrastructural and governance challenges, conceptualises and implements digitalisation to transform learning in major cities. Employing a rigorous qualitative methodology, the study conducts a detailed document analysis of key policy frameworks, government strategies, and international donor initiatives from the period, interpreted through a policy trajectory lens. The findings reveal a pronounced disparity between strategic ambition and practical implementation. While official documents articulate a clear vision for digital transformation, emphasising physical infrastructure, there is a notable neglect of complementary enablers. These include comprehensive educator training, the development of contextually relevant digital pedagogies, and sustainable, long-term maintenance models. The analysis further identifies a strategic tension between centralised planning and the fragmented realities of on-the-ground educational governance. The article concludes that for digitalisation to enhance educational equity and quality effectively, future policy must adopt a more holistic and nuanced approach. This requires prioritising teacher professional development, fostering localised digital content creation, and establishing robust public-private-community partnerships. The study contributes a vital African, post-conflict perspective to international debates on educational technology, underscoring the complex interplay between policy aspiration and context-sensitive implementation.
Khalid Al-Misrati (Sun,) studied this question.