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Ali Abbas Neamah Alibadi1 
, Mehdi Shariatmadari2 , Haidar Mohsen Salman Al-Shuwaili3 , Zohreh Agha-Kasiri4
, Mehdi Shariatmadari2 , Haidar Mohsen Salman Al-Shuwaili3 , Zohreh Agha-Kasiri4
1- PhD student, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2- Assistant Professor, Department of Educational Management and Higher Education, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3- Professor, Department of Education, Dhi Qar University, Dhi Qar, Iraq.
4- Assistant Professor, Department of Educational Management, Yazd Branch, Islamic Azad University, Yazd, Iran.
2- Assistant Professor, Department of Educational Management and Higher Education, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3- Professor, Department of Education, Dhi Qar University, Dhi Qar, Iraq.
4- Assistant Professor, Department of Educational Management, Yazd Branch, Islamic Azad University, Yazd, Iran.
Abstract: (17 Views)
Purpose: This study aims to identify these challenges and propose practical solutions to reduce educational miscomprehension in Arabic language instruction.
Methods and Materials: The research method is based on a qualitative approach and the analysis of the lived experiences of Arabic language teachers (phenomenology), utilizing in-depth interviews for data collection.
Findings: The findings indicate that the absence of appropriate educational resources, the use of local dialects instead of Modern Standard Arabic, syntactic and morphological complexities, and the mismatch between curriculum content and students’ needs are the primary educational challenges. In contrast, the use of modern technologies, the design of interactive content, the development of teachers’ professional skills, and the adoption of participatory teaching methods are proposed as effective solutions.
Conclusion: This study, by presenting a conceptual model, emphasizes the importance of revising the Arabic language education system to facilitate sustainable and effective learning among students.
Methods and Materials: The research method is based on a qualitative approach and the analysis of the lived experiences of Arabic language teachers (phenomenology), utilizing in-depth interviews for data collection.
Findings: The findings indicate that the absence of appropriate educational resources, the use of local dialects instead of Modern Standard Arabic, syntactic and morphological complexities, and the mismatch between curriculum content and students’ needs are the primary educational challenges. In contrast, the use of modern technologies, the design of interactive content, the development of teachers’ professional skills, and the adoption of participatory teaching methods are proposed as effective solutions.
Conclusion: This study, by presenting a conceptual model, emphasizes the importance of revising the Arabic language education system to facilitate sustainable and effective learning among students.
Keywords: Conceptual Model, Challenges and Solutions in Arabic Language Education, Miscomprehension, Lived Experience of Teachers, Iraqi Educational System
Type of Study: Research Article |
Subject:
Special
Received: 2025/03/7 | Accepted: 2025/05/19 | Published: 2025/07/5
Received: 2025/03/7 | Accepted: 2025/05/19 | Published: 2025/07/5
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