Developing an Arabic Language Curriculum for Non-Native Speakers in Light of the Integration of Classical Islamic Sciences and Modern Digital Technologies

Teaching Arabic to speakers of other languages in the digital age faces growing challenges, particularly in aligning educational curricula with the needs of contemporary learners and the demands of rapid technological advancement. Despite ongoing efforts to develop Arabic language curricula, many existing programs continue to treat classical Islamic heritage and modern educational technologies as separate domains, resulting in limited cognitive, cultural, and pedagogical integration among learners. This study aims to develop a conceptual framework for improving Arabic language curricula for non-native speakers through the integration of classical Islamic sciences and modern digital technologies. The study employs a descriptive-analytical approach based on a review of relevant educational and linguistic literature, as well as studies on digital education and Islamic sciences. The findings indicate that curriculum development should be grounded in five key dimensions: cognitive integration between Arabic language learning and Islamic sciences; the incorporation of digital technologies and artificial intelligence; the development of communicative and cultural competencies; the promotion of self- directed learning; and the integration of language learning with its broader civilizational context. Based on these dimensions, the study proposes an integrated pedagogical model that combines the authenticity of the Islamic intellectual heritage with the flexibility and innovation of modern technologies. The proposed model is intended to prepare learners who possess linguistic competence, civilizational awareness, and digital literacy. The study further recommends restructuring Arabic language curricula according to an integrative vision capable of responding to contemporary cognitive, educational, and technological transformations.