E-books in Education: Challenges and Prospects of Integration in Light of the Third Space Theory

Abstract

This research seeks to identify the necessary conditions for employing technology to integrate e-books into blended eLearning systems، and to diagnose the obstacles to this digital transformation in both the Arab and Libyan environments. This research presents an applied framework based on third space theory. the research seek to followed a comprehensive descriptive and analytical approach، distributing a random electronic questionnaire to 2،185 teachers and administrators from different types of schools، then analyzing the data using SPSS software with a chi-square test and a t-test at a significance level of 0.05. The results showed that 73% of participants had more than ten years of experience، and that the most prominent obstacles were a lack of equipment، poor internet connection for 85% of them، and difficulty in designing interactive content for 72%. There was also a statistically significant relationship between educational level and actual use of technology (p = 0.031)، and a strong effect of the need for training on resistance to change (p = 0.008). This went beyond the consensus among professionals on infrastructure constraints (p = 0.452). The study also presented an applied model for building interactive e-books that includes five groups: accompanying senses، sequential learning، data collection، user control، and interactive participation. The research then concluded with an integrative vision that combines infrastructure development and human capacity building، ensuring an effective transition to blended digital education