The Role of Practical Training Quality in Knowledge Transfer and Localization in the Solar Energy Sector

Abstract

This study aimed to examine the impact of practical training quality on knowledge transfer and knowledge localization in the solar energy sector through an applied study of participants in the "Solar Energy Pioneers" training program conducted by the Libyan Center for Solar Energy Research and Studies (LCSERS), Tripoli, Libya. The study adopted a descriptive-analytical research design and employed a structured questionnaire as the primary data collection instrument. Data were collected from a sample of 20 trainees and analyzed using both descriptive and inferential statistical techniques, including means, standard deviations, coefficients of variation, Pearson's correlation coefficient, and the one-sample t-test. The findings revealed a high level of practical training quality, reflecting the effectiveness of the training program in terms of content design, trainer competence, and the integration of theoretical knowledge with practical application. The results also indicated a very high level of knowledge transfer, demonstrated by the trainees' ability to acquire, apply, and share the knowledge gained during the training program. In contrast, knowledge localization achieved a moderate-to-high level, as it was influenced not only by training quality but also by organizational and institutional factors, particularly institutional support, the availability of resources, and the regulatory environment. Hypothesis testing confirmed statistically significant positive relationships between practical training quality and both knowledge transfer and knowledge localization. However, the relationship was stronger with knowledge transfer than with knowledge localization, suggesting that while high-quality training is a critical prerequisite for building professional competencies and facilitating knowledge transfer, the sustainable localization of knowledge requires a supportive organizational environment capable of transforming acquired knowledge into institutional practice. The study contributes to the literature by proposing an applied framework that links practical training quality with knowledge transfer and localization within the renewable energy sector. The findings provide practical implications for enhancing capacity-building initiatives and improving training policies aimed at supporting the sustainable development of solar energy technologies, particularly in developing countries.