YouTube, Learning, and Transformative Critical Pedagogy in Arabic Language Education

Abstract

This study investigates the role of YouTube as a pedagogical medium within the framework of transformative critical pedagogy in Arabic language education. YouTube, as a participatory digital platform, provides learners with multimodal access to authentic Arabic materials, discourse communities, and interactive communication. Drawing on Freire’s theory of critical pedagogy and Mezirow’s transformative learning theory, the research explores how YouTube can foster critical reflection, learner autonomy, and dialogic engagement in Arabic learning contexts. The study employs a qualitative approach using classroom observations, interviews with Arabic teachers, and content analysis of YouTube learning channels such as ArabicPod101, LearnArabicwithMaha, and NahwuPedia. Results indicate that YouTube encourages learners to challenge conventional teacher-centered paradigms, develop cultural awareness, and construct meaning through authentic communication. However, limitations such as unfiltered content, unequal digital access, and insufficient critical guidance highlight the need for structured pedagogical integration. The paper concludes by proposing a transformative learning model that aligns YouTube-based activities with dialogic teaching, critical reflection, and socio-cultural engagement in Arabic education.