The Teaching of Media Ethics in Libyan Universities in the Context of Digital Transformation: A field study on a sample of faculty members

Abstract

This study aims to analyze the current status of teaching "Media Ethics" in Libyan universities and identify the primary challenges encountered amidst the digital transformation. Adopting a descriptive-survey methodology, the research utilized a sample of 102 faculty members from various media departments and colleges across Libya to evaluate curricula, content, and pedagogical approaches. The findings reveal that the teaching of media ethics is often conducted irregularly and without long-term academic specialization, which hinders the accumulation of specialized expertise and affects the stability of the course content. While there is a high perception of the course's role in instilling professional values and social responsibility, the results indicate a relative weakness in developing practical decision-making skills within complex digital ethical contexts. The study concludes that there is an urgent need to re-design the course descriptions according to modern standards based on ethical and digital competencies. It emphasizes the necessity of integrating moral dimensions with practical applications to prepare media students capable of navigating evolving ethical challenges in a shifting digital media environment.