THE NATIONAL MIGRATION PROJECT AND ITS IMPACT ON LIBYAN NATIONAL SECURITY: EDUCATIONAL PERSPECTIVES

Received: 18th June 2026, Revised: 26th June 2026, 29th June 2026, Accepted: 7th July 2026, Date of Publication: 17th July 2026

Abstract

This paper examines the relationship between migration, education, and national security in Libya through an educational policy lens. Libya's geographical position between sub-Saharan Africa, North Africa, and Europe, combined with the political and institutional fragmentation that followed 2011, has made migration governance a central issue for state stability, community relations, and human security. While migration is often discussed primarily as a border-control or security challenge, this paper argues that education is an equally important national security instrument because schools, universities, teacher-training institutions, and community learning programmes shape civic identity, intercultural understanding, social cohesion, and public trust. Using a qualitative analytical methodology based on literature review, policy analysis, and conceptual synthesis, the study explores how migration-related pressures interact with socio-cultural barriers, curriculum gaps, weak institutional coordination, and limited professional preparation in Libyan educational settings. The paper builds on Salem's (2018) analysis of socio-cultural and institutional barriers in Libyan education and extends this framework to the migration-education-security nexus. The analysis suggests that unmanaged migration, public anxiety, cultural misunderstanding, and exclusion from learning opportunities can increase social tension and weaken resilience, whereas inclusive civic education, culturally responsive teaching, peace education, and coordinated inter-ministerial policy can transform migration from a perceived threat into a manageable social and developmental challenge. The paper proposes a Migration-Education-National Cohesion Framework for Libya and recommends curriculum reform, teacher training, educational data systems, school-community dialogue, university-based migration research, and rights-based coordination between education and security institutions. It concludes that Libya's long-term national security depends not only on border management, but also on educational policies that strengthen shared citizenship, social inclusion, and institutional legitimacy.