Integrating Digital Technologies in Teaching Media Translation in Libyan Media Programs: From Passive Reception to Interactive Learning

Abstract

This study examines how digital technologies can be integrated into teaching media translation courses in Libyan colleges and departments of media, with a focus on shifting learning from passive reception to active interaction. Using a descriptive, theoretical, and analytical approach, the paper synthesizes key scholarship on digital transformation in higher education, interactive learning, and the changing nature of media translation in digital environments. The analysis indicates that traditional lecture-centered practices are increasingly misaligned with the realities of contemporary multimedia news production and translation workflows. Effective integration requires more than providing tools; it depends on pedagogically grounded design that aligns content, teaching strategies, and digital resources. The study highlights the central role of the instructor in designing interactive learning activities, supporting collaborative work, and guiding students’ critical decision-making in translation, especially when engaging with authentic digital news texts and translation technologies. The paper concludes with a proposed conceptual direction for course development in Libya that emphasizes digital competence, active learning, and practice-oriented tasks aligned with the digital media marketplace, alongside recommendations for capacity building and curriculum enhancement.