Monograph:

The journey that has culminated in this thesis began with a deep interest in understanding the role of education in transforming societies, particularly in challenging contexts. Having been born and raised in Libya, I witnessed first-hand the struggles and triumphs of the education system. The teachers, resilient and dedicated, strove to provide quality education despite the adversities they faced. These experiences instilled in me a desire to contribute to improving education in Libya, leading me to embark on this research.

The aim of this thesis is to investigate the impact of contemporary teacher training on improving student outcomes in Libyan primary schools. The focus on teacher training arose from a recognition of teachers' central role in improving education and a keen interest in the potential of contemporary teaching methods, such as active learning, technology integration, and culturally responsive teaching.

The journey was not without challenges. Accessing schools and teachers for data collection, given the complex political and social context in Libya, was particularly difficult. However, the teachers' willingness to participate and share their experiences, along with invaluable guidance from my supervisor and support from my family and colleagues, made it possible.

As this thesis reaches completion, I hope that it not only contributes to academic knowledge but also has practical implications for improving teacher training and education in Libya. I hope that the findings of this research would be valuable to policymakers, educators, and researchers interested in improving education in similar contexts.

In concluding this preface, I wish to express my gratitude to everyone who has been part of this journey. I look forward to the journey ahead, hopeful for the positive changes that research can bring to education.

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