Learning Experiences of Libyan Master’s Students at a UK University: A case from Post-Conflict Situation

This paper examines the learning experiences of Libyan students studying master’s courses in different disciplines at a UK University. Libyan students as a case represent a group of people seeking higher educational experiences, but coming from a country that is a post-conflict. The paper uses situated learning in communities of practice theory as a framework to highlight the significance of the knowledge and skills that are developed through social interaction. The research questions are what are the main challenges that Libyan students encounter? And to what extent do their previous experiences educationally, socially, culturally and politically affect their strategies for adaptation and development? This study is primarily a qualitative study.
The methods employed are: semi-structured interviews, and observations. The findings reveal that Libyan students encounter challenges as a result of their post-conflict situation. Libyan students’ previous educational, cultural, political, experiences affect their educational experience in the UK. The findings also indicate tutor’s pedagogy plays a significant role in assisting their integration with their peers.