In recent years, higher education has witnessed a significant shift toward digital environments, with e-exams becoming an essential tool for academic assessment due to their speed, efficiency, and reduced administrative burdens. However, the adoption of e-exams in Libyan educational institutions, particularly at the Faculty of Science in Gharyan, still faces challenges stemming from technical, organizational, and human factors. This study aimed to explore the main challenges hindering the implementation of e-exams and analyze the potential role of blockchain technology in enhancing security and reliability. A descriptive methodology was employed, with data collected through a questionnaire distributed to faculty members. Results revealed that the most significant barriers included weak ICT infrastructure, a lack of administrative and technical support, and the absence of reliable and user-friendly e-exam systems. Additional challenges included unclear policies, a lack of awareness of the benefits of e-exams, and concerns about cheating and technical glitches. On the other hand, individual factors, such as resistance to change and the difficulty of designing e-exams, showed a relatively smaller impact. The findings highlight the need for stronger infrastructure, ongoing training, and clear institutional policies as prerequisites for the successful adoption of e-exams. Furthermore, the integration of blockchain technology offers a promising solution by ensuring consistent exam records, secure student identity verification, and transparent assessment processes. The study concludes that developing more reliable and effective e-assessment systems in Libya requires collaboration between technical and Libyan educational institutions, with blockchain technology considered a strategic option for enhancing trust and security in higher education.

Abstract: Mathematical content has many ambiguities (the same symbol used for different purposes

etc) which are not understood by the current search systems. The current search systems have their

focus placed on the search by keywords of the mathematical terms, symbols and formulas. This paper

introduces a Mathematical Dictionary System (MDS) which contains three dictionaries: The first is a

mathematical terms dictionary from/to Malay to English. Secondly, a mathematical symbols dictionary

that contains three classes of symbols; Greek symbols, operation symbols and notation symbols.

Thirdly, there is the mathematical formulas dictionary that contains six classes of formulas; number

system, polynomials, sequences, functions, differentiation and integration. MDS has two categories of

users, namely students and lecturers. The MDS has two processes; inserting data, and updating data.

Data can come in the forms of new symbols, new formula, and new terms (English-Malay terms or

English-Arabic terms). Lecturers can even add new data. There is also a keyboard for mathematical

symbols which is displayed on the screen. MDS provides multiple ways of searching. Searching can be

narrowed to finding a symbol, a formula, a part of word, and a keyword. Users can listen to the

pronunciation of words after they search; and it is considered as another added value for the MDS

besides searching. The results of the usability test show that the system is easy to learn, and it is

relatively efficient to use.