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

Abstract

This study examines presentation ski empowering Libyan university students and supporti transition to a student-centered educational process. I many traditional classrooms, students are often passive recipients of information; however, ipresentation skills into the learning process can enh students’ engagement, confidence, and autono investigate this, a questionnaire was administered t university students to gather their experiences regardingthe use of presentation skills in their academic sector. The findings indicate that presentation  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 feelnervous. These results suggest that incorpora presentation skills into higher education can play a vital role in promoting student-centered learning in th Libyan context. The study concludes by recommending greater emphasis on presentation training as a p