AI-Driven Transformation of Arabic Language Curriculum: Challenges and Opportunities in Digital Learning

Muhammad Miftah Fathurrohman; Wildan Muhammad Wildan Taufik; Muhammad Zainur Rofiq; Acep Hermawan

doi:10.19105/ajpba.vi.24745

Muhammad Miftah Fathurrohman Universitas Islam Negeri Sunan Gunung Djati Bandung
Wildan Muhammad Wildan Taufik Universitas Islam Negeri Sunan Gunung Djati Bandung
Muhammad Zainur Rofiq Universitas Islam Negeri Sunan Gunung Djati Bandung
Acep Hermawan Universitas Islam Negeri Sunan Gunung Djati Bandung

https://doi.org/10.19105/ajpba.vi.24745

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pdf downloads: 146

Keywords: Artificial Intelligence, Arabic Language Education, Curriculum Transformation, Digital Learning, AI Literacy

Abstract

Artificial Intelligence (AI) has transformed educational practices and created new challenges and opportunities for curriculum development, including in Arabic language education. This study aims to analyze the challenges of digital learning in Arabic language education, examine the need for AI-driven curriculum transformation, and explore opportunities for integrating AI into curriculum development. Using a qualitative descriptive approach with a library research method, this study analyzed relevant literature on AI, digital learning, curriculum transformation, and Arabic language education. The findings reveal that digital learning challenges include curriculum rigidity, changing learner characteristics, limited digital competencies among educators, and technological infrastructure issues. The study also shows that AI has become a catalyst for curriculum transformation by influencing learning objectives, competencies, instructional strategies, and assessment systems. Furthermore, AI offers opportunities to enhance Arabic language learning through adaptive learning, intelligent tutoring systems, automated feedback, and technology-based assessment. The study concludes that future Arabic language curricula should integrate linguistic competence with digital literacy, AI literacy, critical thinking, and ethical technology use. This study contributes to the discourse on AI in education by positioning AI as a driving force for curriculum transformation in Arabic language education.

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