Mr. Khaled Hreeba

  • َQualifications: Master degree
  • Academic Rank: Lecturer
  • Department of Chemistry
  • faculty of Education Tripoli



All since 2019


Khaled Asagheer Omer Hreeba is a faculty member in the Chemistry Department / College of Education / University of Tripoli. Mr. Khaled Hreeba has been working as a lecturer at the University of Tripoli since 01-06-2022 and has many scientific publications in his field.


Khaled Asagheer Hreeba has been working since joining the University of Tripoli in 2022 as a lecturer in the field of chemistry, and he has been included in academic promotions until he obtains the degree of lecturer. Before joining the University of Tripoli, he worked as a lecturer at Al-Marqab University from 2016 to 2022. He worked as a chemical researcher at the first chemistry laboratory of the Chemical Prevention Department / Ministry of Defense between 2004 and 2016, and during this period from 2009 to 2015 he worked as a delegate from the Chemical Protection Department to the National Authority for Follow-up of the Chemical Weapons Convention. He worked as a teacher in the intermediate education stage between 2001-2004. She holds a master's degree from the University of Belgrade, Republic of Serbia in 2008 and a bachelor's degree from the Department of Chemistry / Faculty of Science / University of Tripoli in 1999.

Research Interests

Khaled Hreeba is interested in research in the field of chemistry. He has published a variety of research papers in local and international journals. He supervised many graduation projects for undergraduate students in the various faculties in which he studied.

External Activities


Journal Article

Khaled Asagheer O Hreeba (1-2022)
Journal of Humanitarian and Applied Sciences, 13(7), pp. 372-381
خالد الصغير عمر حريبة (1-2018)
مجلة العلوم الإنسانية والعلمية والإجتماعية, 5(2018), الصفحات 82-93
Khaled Asagheer O Hreeba (12-2021)
Asian Journal of Applied Chemistry Research, 2(10), pp. 41-52
Khaled Asagheer O Hreeba (11-2023)
World Wide Journal of Multidisciplinary Education and Research, 1(4), pp. 20-26