The Impact of Digital Learning Environments on Reducing Future Anxiety Among Secondary School Students in Libya

Abstract

This study aimed to investigate the impact of digital learning environments on reducing future anxiety among high school students in Libya. The research adopted a quasi-experimental design, with a sample of 100) male and female students from grades 10 and 11 (scientific and literary tracks), divided into an experimental group that studied through a designed digital learning environment and a control group that received traditional instruction. The "Future Anxiety Scale" was administered pre-, post-, and follow-up. Findings revealed statistically significant differences between the two groups in the post-test, in favor of the experimental group, confirming the effectiveness of the digital learning environment in reducing future anxiety. Moreover, the experimental group maintained a significant reduction in anxiety levels in the follow-up test compared to the pre-test, indicating the persistence of the intervention’s effect. No significant differences were found based on gender, grade, or academic track, suggesting that the digital environment is equally effective across student subgroups. The study recommended integrating digital learning environments into Libyan secondary education not only to enhance cognitive learning outcomes but also to promote psychological adjustment and reduce future-related anxiety. It further suggested developing comprehensive guidance programs that incorporate digital learning tools and training teachers to implement them effectively.