This study aims to investigate the flexural behavior of simply supported one-way reinforced concrete (RC) slabs constructed with high-strength concrete (HSC) and normal-strength concrete (NSC), reinforced with either glass fiber reinforced polymer (GFRP) bars or conventional steel reinforcement. Four large-scale reinforced concrete (RC) slabs were tested under four-point bending. The failure and cracking loads, deflection, crack patterns, and failure modes were considered as main parameters. Results showed that GFRP-reinforced slabs (both NSC and HSC) had higher deflections by 2.60 times and lower ultimate loads by 21.0% to 32.0% compared to steel-reinforced slabs. GFRP-reinforced specimens also experienced sudden failure due to bar rupture and exhibited wider cracks. The experimental results compared with those from analytical predictions based on ACI 440, CAN/CSA S806, and Eurocode 2, the results were in accordance. While CSA S806-12 slightly underestimated cracking loads for HSC-GFRP slabs, it provided accurate mid-span deflection estimates. Eurocode 2 predictions for crack widths were within 10% of the values observed.

The accelerating impacts of climate change, including rising global temperatures, extreme weather events, and increasing carbon emissions, are intensifying the demand for sustainable and climate-adaptive construction practices. Conventional construction materials such as cement, steel, and concrete, while critical for modern infrastructure, contribute significantly to greenhouse gas emissions and exacerbate the environmental footprint of the built environment. This paper explores the potential of green and low-carbon construction materials as foundational elements in designing climate-adaptive civil structures. Specifically, it examines the life-cycle environmental performance of alternative materials such as geopolymer concrete, recycled aggregates, cross-laminated timber (CLT), bamboo composites, and phase change material (PCM)-enhanced concretes. These materials not only reduce embodied carbon but also improve thermal efficiency, resilience, and adaptability under climate stressors. The paper integrates insights from life-cycle assessment (LCA), material innovation research, and adaptive design strategies to propose a holistic framework for sustainable construction. Furthermore, digital technologies such as Building Information Modeling (BIM) and material passports are discussed as enablers of circularity and low-carbon supply chains. By analyzing recent advances and case studies, this study demonstrates how climate-adaptive materials can reduce construction-related CO₂ emissions by up to 40%, extend service life under extreme conditions, and support global carbon neutrality targets. The findings underscore the urgency of mainstreaming low-carbon materials into infrastructure planning, highlighting their role in transitioning toward resilient, sustainable, and climate-conscious civil engineering practices.

This paper examines the integration of Artificial Intelligence (AI) tools such as “ChatGPT”, “MidJourney”, and Stable Diffusion into architectural and design education, with a particular emphasis on their potential application in Libya. The rapid development of generative AI has transformed higher education globally, shifting it from a teacher-centered paradigm toward more flexible, data-driven, and student-centered models. While international experiences have demonstrated significant benefits such as enhanced design exploration, improved critical thinking, and more adaptive assessment methods the Libyan context presents both unique opportunities and challenges that require careful consideration. The study adopts a critical inductive methodology, combining an in-depth literature review with an analysis of international case studies from institutions such as MIT, ETH Zurich, TU Delft, and Harvard GSD. Building on these insights, it proposes a three-phase framework for AI integration in architectural education: [1] a Preparatory Phase focusing on awareness and experimentation, [2] an Integrative Phase involving gradual curricular embedding and revised assessment practices, and [3] an Institutional Phase aimed at mainstreaming AI through policy reform, infrastructure development, and research capacity building. Findings indicate that successful integration requires more than access to technology; it depends on achieving a balance between pedagogical approaches, institutional policies, and infrastructural readiness. Within the Libyan context, gradual implementation tailored to local constraints and opportunities emerges as both feasible and necessary. The paper concludes with practical recommendations addressing capacity building for faculty and students, curriculum reform, policy development, enhancement of digital infrastructure, and the establishment of international collaborations. By following this roadmap, Libyan universities can adopt AI in a sustainable manner that strengthens educational quality while preserving academic authenticity.