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RECONSTRUCTING ARABIC LANGUAGE EDUCATION FOR THE REVIVAL OF ISLAMIC CIVILIZATION IN THE DIGITAL AGE
Abstract
Arabic has historically served not only as the language of the Qur’an and Islamic sciences but also as a civilizational medium sustaining intellectual and cultural cohesion across the Muslim world. In the digital era, however, Arabic language education faces persistent challenges: grammar-centric curricula, limited relevance to learners’ contexts, and insufficient integration of technology with Islamic values. This conceptual study—grounded in Islamic educational philosophy and critical literature synthesis (2022–2025)—reconstructs Arabic pedagogy through a civilizational lens and proposes the Madrasah of Civilization model. The framework integrates three interdependent dimensions: turāth-based and communicative Arabic proficiency, adab-centered ethical formation, and technology-enhanced global literacy. Findings argue for bridging traditional instruction with digital innovation and moral-spiritual formation via blended learning, value-rich digital platforms, and curriculum redesign that embeds the ontological and epistemological roles of Arabic in Islam. Operational indicators include teacher capacity building in value-based digital pedagogy, cross-institutional collaboration, and assessments that capture linguistic, ethical, and collaborative outcomes. Ultimately, Arabic education should evolve from a discrete subject into a strategic platform for cultivating ethically grounded, globally competent Muslim learners capable of contributing to the renewal of Islamic civilization.
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DOI: https://doi.org/10.17509/mimbardik.v10i4.92504
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