It is proposed that digital transformation in the education of the Arabic language is mostly symbolic without the coordination of institutional strategies and substantial pedagogical change.
Abstract
This paper discusses the digital revolution of Arabic language education in Pakistan with the help of a combined review of national policy frameworks, institutional capacity, and pedagogical practices. The study examines the national education policies, Higher Education Commission (HEC) guidelines, and the Arabic language curriculum of the selected universities using a qualitative document analysis approach. The results indicate a vast difference between the policy aspirations and the reality. Although digital integration is highly encouraged within the context of the national frameworks, its implementation in the Arabic language programs is still unequal and mostly confined to the usage of the simple technologies. The institutional capacity, faculty digital competence, and traditional disciplinary traditions become major influences on pedagogical practices. The paper proposes that digital transformation in the education of the Arabic language is mostly symbolic without the coordination of institutional strategies and substantial pedagogical change. This study can contribute to the existing scarcity of research on digital Arabic learning in South Asia and suggest useful policy, institutional, and pedagogical implications to policymakers, universities, and teachers.
The development of Arabic language curricula has become increasingly important in response to rapid educational transformation, globalization, digitalization, and the growing need for curricula that are adaptive, holistic, and responsive to learners' needs. In Indonesia, the Arabic language holds a unique position—serving both as a means to develop communicative competence and as a gateway to Islamic knowledge—thereby making curriculum development a strategic issue in Islamic education. However, existing studies generally examine the philosophical, sociological, psychological, pedagogical, and legal foundations of curriculum development in isolation, resulting in a fragmented conceptual understanding. Therefore, this study aims to develop an integrative conceptual framework for Arabic language curriculum development by synthesizing these five educational foundations within the Indonesian educational context. The study employs a qualitative library research design utilizing qualitative content analysis. Data were collected from scholarly journal articles, academic books, government regulations, curriculum documents, and other relevant literature selected through purposive sampling. Data analysis involved document identification, coding, categorization, thematic synthesis, and interpretation to construct the integrated framework. The findings indicate that effective Arabic language curriculum development requires a systematic integration of philosophical values, sociocultural contexts, learners' psychological characteristics, pedagogical principles, and legal provisions. The results demonstrate that these five educational foundations cannot be viewed as standalone dimensions but rather as a system interacting dynamically to shape curriculum objectives, learning materials, instructional strategies, assessment systems, and the overall implementation of the Arabic language curriculum. This study proposes an Integrative Framework for Arabic Language Curriculum Development that bridges theoretical perspectives with practical curriculum design. The framework contributes to the field of curriculum studies by offering a multidimensional model capable of supporting the development of curricula that are more coherent, contextual, and adaptive within Islamic education.
M. Anwar· Jurnal At-Tarbiyat: Jurnal P...· 0 citations
The Islamic educational institutions in Sri Lanka function within various social environments influenced by several ethnicities, religions, and languages. Although Islamic Education has a long history in the country, systematic research on the management, curriculum framework, and leadership practices that are in the best interest of the multicultural society is lacking. This study fills this gap by examining how Islamic educational institutions comprehend the challenges and opportunities embedded in the pluralist context of Sri Lanka. Using a mixed-methods approach involving case studies, semi-structured interviews with 45 stakeholders, and a survey of 320 teachers and students, the study examines institutional adaptation in terms of management, curriculum, and leadership. The findings indicate that although the awareness of Islamic institutions regarding the need and demand for integration of modern academic content with Islamic religious teachings, to enable the learners to adapt in the contemporary set-up, is increasing, system barriers like resources, policy-level, and intercultural competency are hindering effective adaptation. The dynamics of leadership are steadily changing towards more cooperative and participatory models. According to this article, making the necessary adaptations demands both internal institutions to reform with Islamic governance principles of shura (consultation), adl (justice), and amanah (trustworthiness), guidance, and national policy frameworks that recognize Islamic education’s legitimate role in Sri Lanka as a multi-religious country. The research adds to the existing literature on Islamic education in non-major Muslim societies, besides providing evidence-based recommendations to institutional leaders, curriculum planners, and policymakers.
Ahamed Sarjoon Razick, I. Saujan, J. Careemdeen· MAPAN· 0 citations
The study suggests an iterative pedagogical cycle and assessment model of the digital English teaching responsive to language and brings together language-policy studies in the context of BRI and technology-enhanced language learning and multilingual applied linguistics within one analytical frame.
Mohibullah Khan, Ulfat· Inverge Journal of Social Sc...· 0 citations
The internationalization of higher education commonly examines issues related to curriculum reform, student mobility, or international partnership. However, its symbolic linguistic and spatial dimensions are rarely discussed. This article explores how the linguistic landscape and place-making strategies can help internationalizing an Islamic higher education institution. A qualitative descriptive-exploratory design was used to collect data from Universitas Islam Negeri Sunan Ampel Surabaya (UINSA), Indonesia. This study utilizes visual observation of 159 linguistic signs, survey, and the analysis of institutional documents. The results indicate that the linguistic landscape at UINSA is dominated by the monolingual (Indonesian) signs (79.87%), whereas English and Arabic are restricted and have symbolic purposes. The architecture, building nomenclature, and Islamic iconography reflect place-making strategies that are not yet fully integrated into space planning framework, multilingual policy, and international branding practices. Stakeholder involvement in the development of the linguistic and spatial international campus environment needs more attention. This article highlights the significance of balancing Islamic values with global strategies by incorporating multilingual and participatory policies that foster an inclusive, culturally grounded, and globally responsive academic environment.
Kamal Yusuf, Sodikin Sodikin· Journal of Languages and Lan...· 0 citations
The rapid development of Artificial Intelligence (AI) and digital technology has transformed educational practices, including Islamic Religious Education (PAI). However, technological integration in education requires a value-based pedagogical approach to ensure that digital transformation contributes to students’ character development. This study aims to analyze the role of digital literacy-based PAI learning in strengthening students’ character in the era of Artificial Intelligence and to develop an integrative framework connecting digital competence, AI utilization, teacher readiness, and Islamic character education. This research employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected through questionnaires measuring students’ digital literacy, teacher digital readiness, and character strengthening, while qualitative data were obtained through interviews, classroom observations, and document analysis. The quantitative results showed that digital literacy had a positive and significant relationship with students’ character strengthening (r = 0.610, p < 0.01), while teacher digital readiness demonstrated a stronger contribution to character development (β = 0.420, t = 5.230, p < 0.01). Qualitative findings revealed that AI-supported PAI learning becomes effective when technology is mediated through teachers’ pedagogical strategies and Islamic values. This study proposes the PAI Digital Literacy Integration Framework, which emphasizes that AI should function as a pedagogical medium for ethical, reflective, and character-based learning. The findings contribute to the development of digital Islamic education by integrating technological innovation with moral and spiritual dimensions.
Khamam Khosiin, Benny Prasetya, Institut Ahmad et al.· Jurnal Ilmu Pendidikan dan S...· 0 citations
Digitalising English language pedagogy is essential for equipping Nigerian students with the communication and technological competencies required in the contemporary knowledge economy and recommends a context-sensitive framework that integrates technological, pedagogical, and institutional reforms to advance sustainable educational development.
IBITOYE ANTHONIA FOLASADE, ABOLARIN-EGBEBIOLA, ABIMBOLA FOLASADE, ISIFE GLORIA UZOAMAKA· International Journal of Afr...· 0 citations
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