Arabic Language Pedagogical Strategies for Generation Z and Generation Alpha: A Scoping-Level Systematic Literature Review
Keywords:
Arabic language;, pedagogical strategy, Generation Z, Generation Alpha, systematic literature reviewAbstract
Generation Z and Generation Alpha have grown up under continuous exposure to digital technology, making lecture-based and memorization-heavy Arabic instruction appear increasingly misaligned with their learning preferences. This scoping-level systematic review maps teachers' and students' experiences and perceptions of Arabic pedagogical strategies used with these two generations, applying the SPIDER framework and a narrative synthesis approach. An initial search through two AI-assisted research tools, Consensus and Scholar Gateway, yielded 70 records; after deduplication, 68 records were screened, and 18 qualitative and mixed-methods studies published between 2016 and 2026 met the inclusion criteria. Five themes emerged: digital and gamified strategies raise motivation but with gendered effects; young learners' perceptions of Arabic are shaped by religious and psychosocial factors; teachers determine adoption success; non-digital strategies remain relevant for early learners; and affective barriers persist. Effective strategies appear hybrid, combining digital elements with stronger teacher-student relationships
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