Empowering Libyan University Students Through Presentation Skills: A Key to Student-centered Educational Process

Abstract

This study examines presentation skills in empowering Libyan university students and supporting the transition to a student-centered educational process. In many traditional classrooms, students are often passive recipients of information; however, integrating presentation skills into the learning process can enhance students’ engagement, confidence, and autonomy. To investigate this, a questionnaire was administered to 46 university students to gather their experiences regarding the use of presentation skills in their academic sector. The findings indicate that presentation skills contribute significantly to increasing students’ roles in the classroom and their responsibility in developing their learning. However, a number of students report that presentations make them feel nervous. These results suggest that incorporating presentation skills into higher education can play a vital role in promoting student-centered learning in the Libyan context. The study concludes by recommending greater emphasis on presentation training as a part of university teaching strategies.