Exploring Academic Challenges In Arabic Linguistics Learning: Cognitive, Linguistic, And Pedagocical Perspectives In Indonesian Islamic Higher Education/ التحديات الأكاديمية في تعليم اللسانيات العربية: من منظور الجانب المعرفي واللغوي والتربوي في التعليمِ الجامعي الإسلامي بإندونيسيا

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: Background of Arabic Language Teaching; Contexts of Arabic Language Teaching; Communicative Competence in Arabic; The Learners; Assessment; Technology Applications; Curriculum Development, Design, and Models; Arabic Language Program Administration and Management; and Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes:*Background of Arabic Language Teaching;*Contexts of Arabic Language Teaching;*Communicative Competence in Arabic;*The Learners;*Assessment;*Technology Applications;*Curriculum Development, Design, and Models;*Arabic Language Program Administration and Management; and*Planning for the Future of Arabic Language Learning and Teaching.The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.

Student well-being is a growing concern in Higher Education Institutions, yet postgraduate students remain overlooked. Although research has increasingly examined contributing factors to student well-being, limited attention has been given to the implications of perceived stress and the potential mediating roles of academic self-efficacy (ASE) and self-efficacy for self-regulated learning (SESRL) in postgraduate populations. This study investigated the prevalence of mental health and well-being outcomes, the association between perceived stress and mental well-being, and whether ASE and SESRL mediated this relationship among UK postgraduate students. UK-enrolled postgraduate students completed an online survey assessing sociodemographic characteristics, mental health, mental well-being, perceived stress, ASE, and SESRL. Linear regression examined the association between perceived stress and mental well-being, and mediation analyses tested whether ASE and SESRL accounted for this relationship. A total of 115 postgraduate researchers and 219 postgraduate taught students participated. Most students reported moderate levels of perceived stress and mental well-being, with 11% experiencing high stress and 41% reporting low mental well-being. Around one-third met clinical thresholds for moderate-to-severe anxiety (32%) or depression (40%). Perceived stress was negatively associated with mental well-being, and this association was partially mediated by both ASE and SESRL. No differences in stress or mental well-being were found between postgraduate research and taught students. Findings are novel in demonstrating that postgraduate students' mental well-being is shaped by both perceived stress as a primary appraisal and ASE and SESRL as secondary appraisal resources. These results highlight the value of strengthening self-regulatory efficacy as a means of buffering the negative effects of stress and supporting well-being across postgraduate taught and research students. Implications for institutional support and resource provision are discussed.

Although technology-assisted Arabic language learning has attracted increasing scholarly attention, research specifically examining the use of the Wayground application to support Arabic grammar learning in higher education remains limited. This study aimed to explore the implementation of the Wayground application in Arabic language learning and its contribution to improving students’ understanding of Arabic grammar at Nahdlatul Ulama University of Purwokerto. A qualitative approach was employed using a descriptive case study design. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using thematic analysis. The findings indicate that the use of the Wayground application increased students’ engagement, supported interactive learning, and facilitated a clearer understanding of Arabic grammar concepts through technology-based activities. These findings contribute to the theoretical development of technology-enhanced language learning and broaden understanding of digital media integration in Arabic language education. The study concludes that the Wayground application plays an important role in fostering an engaging and effective Arabic language learning environment and recommends the integration of technology-based platforms to strengthen grammar instruction in higher education. The study further offers practical implications for optimizing digital learning tools and highlights the need for future research on the long-term effects of digital applications on Arabic language proficiency and learning outcomes.

This study aimed to reveal the integrative Arabic language curriculum development of traditional and modern pesantren in MAPK MAN 1 Surakarta. This study used a qualitative method with case study approach. The subjects of the study consisted of the vice principal of religious program, the dormitory leader, and the Arabic language teachers. The data collection used interviews, observation, and documents analysis. The data analysis used Miles-Huberman interactive analysis which consists of data reduction, data presentation, and conclusion drawing. The results showed that the development of the Arabic language curriculum in MAPK integrated three Arabic language learning programs, namely the morning school Arabic language curriculum, the evening Arabic language tutorials curriculum and the Arabic language curriculum in dormitory or pesantren. The integration of the Arabic language curriculum of traditional and modern pesantren was in the curriculum organizational components, objectives, materials and textbooks, learning methods, and curriculum evaluation developed.

The success of Arabic language education in Islamic higher education largely depends on a deep understanding of the challenges faced by learners. This study critically explores the perceptions of fourth-semester students in the Arabic Language Education program at the State Islamic Institute (IAIN) of Kerinci regarding the difficulties of learning Arabic as a foreign language, using a constructivist approach. Employing a phenomenological method, data were collected through semi-structured interviews and focused group discussions. The findings reveal that students face not only linguistic challenges such as the complexity of Arabic grammar (nahwu) and phonology but also significant affective barriers: learning trauma from past experiences, language anxiety, and a sense of meaninglessness resulting from rote-oriented instruction. A misalignment between instructional approaches and learners’ experiential needs exacerbates these issues. Surprisingly, some students demonstrated resilience and learning creativity through informal study communities and self-directed digital learning. The constructivist perspective highlights how students reconstruct meaning within institutional limitations. This study underscores the urgent need for curriculum reform, teacher training grounded in psychopedagogical awareness, and the empowerment of learner agency. Future research should explore the role of technology and locally contextualized instructional design in promoting more transformative and engaging Arabic language learning experiences.

This research was aimed to clarify the approach in teaching Arabic to children non-native speakers arabic that’s called by al-Agam. The Arabic language is not the mother tongue to have. The increasing of desire of learning the Arabic language in recent times when the nation Al-agam in the east and west of the strongest evidence that attest to the admissibility of the Arabic language to be a universal language at the international level, and this situation requires the greatest efforts to discover through optimizations in the curricula of the language of the Arab nation Al-agam non-native speaker other than Arabic. The efforts of the researcher concentrated in the best way for the teaching of Arabic language in non-Arabic native speakers, in non-Arab countries , and this research will address the relationship between the Arabic language and the Islamic religion, the Arabic language characteristics of all other languages in the world, and the increasing desire to learn Arabic in the current situation and challenges faced by learners of the Arabic language and the need to differentiate between the Arabic language education for their children and education for non-native speakers. This research stems from the descriptive approach to curricula that teach Arabic language to non-native speakers.Finally it raises researcher standards and principles that should underlie a book teaching Arabic to non-native speakers as the methodology applied in the teaching of the Arabic language to them must be completely contrary with the approach applied in the teaching of Arabic language speakers junior from Arab countries due to the different linguistic environment They grew up in it. This means that the top goal of writing a book teaching Arabic to non-native speakers are foreign non-Arab student's ability to take advantage of the supply of language and culture to identify the aspects of relation with civilization.

This study aims to identify the perceptions of Arabic language students and teachers about using literary texts in the study of Arabic Syntax. To achieve the research objectives, the researcher relied on the analytical approach with the qualitative approach, which collected data using semi-structured interviews with eight students specializing in Arabic and four Arabic language teachers at Perlis Islamic University College (KUIPs) Malaysia. The audio data is transferred to the written text and encoded manually. One of the most important findings of the research is that the students agreed that the employment of literary texts in the study of Arabic grammar helps them practice the language daily through the methods used and master the Arabic grammar by parsing words correctly, and this differs from using ordinary texts because they did not feel enthusiastic and fun while studying Arabic Syntax. Teachers also agreed that employing literary texts in the process of teaching Arabic Syntax helps students to know the correct style of Arabic, as most of the literary language is an eloquent language, and that employing literary texts with examples selected from prose texts and poetic texts, all of which are familiar and usual for students specializing in Arabic language and literature. Based on this, teachers should pay attention to choosing appropriate literary materials, such as short stories, when teaching Arabic Syntax to ensure that students understand the rules better and practice them on the ground.

In higher education institutions, postgraduate students’ team creativity often depends on postgraduate students’ willingness to share knowledge, which they surprisingly are not always willing to do and some are even hiding knowledge. Drawing on social exchange theory, we explain how abusive supervision leads postgraduate students to hide knowledge, which in turn reduces postgraduate students’ team creativity. To explore boundary conditions of the relationship between abusive supervision and knowledge hiding, we proposed performance climate as the moderator. Two studies were tested: A cross-sectional study of 298 postgraduate students (Study 1) and a two-wave investigation of 83 supervisors and 301 postgraduate students (Study 2). Results showed that: (1) abusive supervision has a significant positive impact on evasive hiding and playing dumb but not rationalized hiding; (2) evasive hiding and playing dumb play a fully mediating role between abusive supervision and postgraduate students’ team creativity; (3) the performance climate plays a moderating role between abusive supervision and evasive hiding. Combining two studies, our findings offer a new, instrumental perspective on postgraduate students’ responses to abusive supervision with valuable theoretical and practical implications discussed.

This study aims to examine the urgency, strategies, and problems in mastering the Arabic language for Islamic preaching communication. The focus of the research is on the students of the Faculty of Dakwah at Universitas Islam Negeri (UIN) Jakarta. Mastery of Arabic is considered crucial as it is the primary language of Islamic literature, which is fundamental to preaching activities. The research employs a qualitative method with a case study approach. Data were collected through interviews, observations, and documentation. The findings indicate that mastering Arabic is essential for enhancing understanding and effectively conveying Islamic messages. The strategies employed by students include formal classroom learning, self-study, and participation in extracurricular programs related to the Arabic language. However, students face various challenges, such as time constraints, lack of resources, and less varied teaching methods. The study recommends improving the quality of Arabic language teaching through more interactive methods and providing adequate resources to support learning. These findings provide insights for the development of a more effective Arabic language curriculum and learning strategies in Islamic higher education institutions.

GBS_insertPreviewButtonPopup('ISBN:9780748617074'); 'A very useful addition to courses on Arab nationalism, nationalism in general, and Arabic linguistics.' Professor Clive Holes FBA, Professor for the Study of the Contemporary Arab World, University of Oxford 'Masterfully combines his profound familiarity with the Arabic literature, the endless literature on nationalist ideology, and the very substantial sociolinguistic literature on language and ethnic identity.' Professor Joshua Fishman, Distinguished University Research Professor of Social Sciences, Emeritus, Yeshiva University 'This compelling and timely study of Arabic culture, language, history, and nationalism by distinguished Arabic linguist Yasir Suleiman allows English-speaking audiences an inside view of key issues in understanding the Arab world. Based on Suleiman's extensive research in Arabic language and society, the book is scholarly but not pedantic, and will appeal to a wide range of readers.' Karin C. Ryding, Sultan Qaboos bin Said Professor of Arabic, Georgetown University Winner of the British-Kuwait Friendship Society Prize in Middle Eastern Studies 2004 A fresh perspective on nationalism in the Arab Middle East, investigating the interaction between language and nationalist ideology. It covers both communicative and symbolic functions of the language in relation to cultural and political nationalism and the articulation of national identity. Includes: The Arab past (the interpretation and reinvention of tradition and myth-making) The clash between Arab and Turkish cultural nationalism in the 19th and early 20th century Readings of canonical treatises on Arab cultural nationalism A study of the major ideological trends linking language to territorial nationalism A research agenda for the study of language and nationalism in the Arab context This is the first full-scale study of this important topic and will be of interest to students of nationalism, Arab and comparative politics, Arabic Studies, history, cultural studies and sociolinguistics. "

Innovation in Arabic Language TeachingrnDepartment of Arabic Language Education within the Faculty of Education at Gazi University was established in 1984. As of 2024, it celebrates its 40th anniversary. To commemorate this milestone, the idea of publishing a book arose. This book not only chronicles the department’s history from its inception to the present but also includes various academic studies conducted by researchers who were once students of the department. The first section of the book features the biographies of current faculty members of the department. The second section explores the historical development of the Arabic Language Education department, examining topics such as teacher training policies, material development methods, employment opportunities, and future perspectives. This is followed by a study that evaluates the academic contributions of the faculty members from its foundation to the present. Statistical analyses of their works are included, offering insights into their academic progression. Subsequently, a bibliometric analysis of master’s and doctoral theses completed under the department is provided. Theses supervised by advisors from the Social Sciences Institute (1984–2018) and the Educational Sciences Institute (1997–present) are categorized as master’s or doctoral studies and presented in chronological order, including student names, years, and thesis titles. Information about the current graduate programs, including courses, admission requirements, quotas, and faculty, is also detailed. This section presents a quantitative analysis of theses by advisors, annual distribution, and thematic classifications. The third section includes various academic studies on Arabic language education and Arabic literature. Highlights include: A Temperament-Focused Approach to Arabic Language Teaching: Enneagram, which aims to provide new perspectives to Arabic educators through Enneagram-based practices. The study combines descriptive analysis of personality types and classroom applications, resulting in sample activities for language teaching. Activity Suggestions and Evaluations for Teaching Culture in Language Learning Based on CEFR 2001 and 2020 Programs, which examines how cultural and pragmatic competence can be integrated into language learning at different levels of the CEFR framework. Criticisms of Taha Hussein’s Mustaqbal al-Thaqafa fi Misr, which presents critiques from nationalist thinker Sati’ al-Husri and Islamic Thinker M. Muhammad Hussein, highlighting the ideological diversity of their perspectives. Science Fiction in 19th and 20th Century Arabic Literature, which discusses the emergence of science fiction as a genre and provides examples of relevant works. Women as a Mirror of Society: An Analysis of ibn Fattumeh’s Journey, which sociologically evaluates female characters in Naguib Mahfouz’s Rihlat ibn Fattumeh, reflecting their societal roles. AI-Assisted Translation Analysis of Arabic Idioms with Stories, which compares AI-based translations (e.g., ChatGPT) with human translations and evaluates them both holistically and in detail. Repetition in Arabic Language, which examines the use and significance of repetition in Arabic discourse. Applications and Recommendations for Effective Use of Artificial Intelligence in Arabic Teaching, which addresses the benefits and challenges of integrating AI technologies into language education. Strengthening the Role of Literature in Arabic Language Teaching, emphasizing the importance of literature for the aesthetic and cultural enrichment of language education. Arabic Lexicography from Past to Present and Its Transformation in the Digital Era, which explores the evolution of dictionaries from traditional to digital formats. Reflections on the Vocational Arabic Course in the Context of Pedagogical Methods and Curriculum Incompatibility, which discusses challenges in Arabic language teaching today. Designing Educational Activities for Arabic Teaching with AI, which explains step-by-step how Arabic teachers can utilize AI technologies in their classrooms. By reviewing the academic contributions of faculty members and tracing the development of Arabic language education over 40 years, the book provides a clear understanding of the field’s growth and outlines a perspective for its future development.rnKeywords: Arabic Language Education, Arabic Literature, Innovation

In the rapidly evolving landscape of education, it's essential to adapt strategically to changing trends and job opportunities for graduates. The Master's Program in Arabic Language is taking proactive steps to ensure the curriculum remains relevant to the demands of the job market. This study aims to assess the alignment between the curriculum and job requirements for graduates and postgraduates, the time taken to secure employment, the skills utilized in Arabic teaching roles, and the adequacy of the curriculum in preparing graduates for the challenges of the professional world. Utilizing a qualitative descriptive approach, data was gathered from alumni and employers between 2018 and 2022 through questionnaires, interviews, and group discussions. Analysis of the data revealed that 69.9% of graduates found their work aligned with the curriculum, with 39.2% working as Arabic language teachers, 20.3% in Computer, Media and MNC Companies and 28.4% are working outside the education sector. The average time to secure employment was less than six months, with technology-based teaching skills being the most impactful. Recommendations include adapting the curriculum to embrace technology in Arabic teaching, enhancing research methodology, and encouraging publication of articles and books to meet the demands of the digital era and the labour market.

Background: Today, postgraduate students’ attraction and loyalty is one of the most important problems that facing higher educational section. Several ways are suggested to increase postgraduate students’ satisfaction and their loyalty, among which improving learning environment and increase educational facilities, for that, higher educational institutions making great effort to gain postgraduate nursing students satisfaction and loyalty. Aim: The study aimed to identify factors affecting post graduate nursing students satisfaction and its relation to their academic achievement Methods: Descriptive correlational design was utilized in the present study. The study subjects includes100 of postgraduate students at Faculty of Nursing, Mansoura University. Two tools were used for data collection, namely; Factors affecting postgraduate students' satisfaction questionnaire and Retrospective Audit to assess student achievement. Results and conclusion: The study findings indicated that there were significant relationship between influencing factors of postgraduate satisfaction and academic achievement. High percent of students were satisfied and influenced by learning environment factors followed by organizing factors. Moreover, administration factors were ranked as a satisfactory factor for postgraduate students followed by library services. More than half of students were excellent and had very good academic achievement. Recommendations: the policy and procedures for registration should be clear and available for all postgraduate students by using different ways such as, design manual or guideline book, regular meetings with postgraduate students and using the web site to informing students, assigned facilitators for helping postgraduate students, regular meeting with postgraduate employees to enhance effective dealing with students, making periodic survey to identify postgraduate students' opinions, needs, discuss their problems and try to solve it

Transformation within Islamic State Higher Institutions (PTKI) from State College for Islamic Studies (IAIN) to State Islamic Universities (UIN) is a dynamically shifting paradigm in Islamic Studies. The transformation not only occurs formally administratively in infrastructures, curricula, or teaching approaches, but also in conceptual framework and knowledge paradigms. This research objective is to investigate whether Muslim academics need to review Islamic studies in higher Islamic education institutions to include science and to integrate it with Islamic studies both in curricula and methods of teaching. The method of this research is a rigorous literature based study focusing on reviewing previous studies related transformation that was held within the Islamic higher education institutions. The results show that in the transformation process within PTKIN, there is a meaningful shift of Islamic studies from traditional approaches to modern ones. Formerly, Islamic studies only associated with developing religious scripts (al-‘ulûm al-naqliyyah), while now it should focus also on developing logic and interpretation (al-‘ulûm al-‘aqliyyah). The change from the IAIN to the UIN is a concrete response toward an integrative relation between science and religion. Even though each UIN offers different concepts about the integrative paradigm designs, all UINs agreed on the importance of building a new tradition in the PTKIN with the integrative paradigms from theoretic-philosophic-concepts to practical-implemented-contexts.