Challenges and Solutions in Implementing the Arabic Language Curriculum in Higher Education: A Systematic Literature Review

Abstract

Arabic language learning at a higher education level faces complex challenges, ranging from student motivation to the relevance of teaching materials in the global era. This article presents a systematic literature review (SLR) to identify, evaluate, and synthesize relevant research on the challenges and solutions in implementing the Arabic language curriculum in higher education. Using the PRISMA framework, we analyzed peer-reviewed journal articles published between 2015 and 2025 from various international and national databases. The results indicate that the main challenges include (1) low student motivation and engagement, (2) a gap between teaching materials and professional needs, and (3) limitations in technology integration. In response, the literature highlights various innovative solutions such as (1) the application of communicative and project-based learning approaches, (2) the development of a curriculum oriented towards 21st Century Skills, and (3) the utilization of digital technologies like Computer-Assisted Language Learning (CALL) and gamification. The discussion further contextualizes these findings within the framework of second language acquisition theories and provides practical implications for curriculum developers, educators, and policymakers.