ISSN 3071-5792 SCHOLAR – Scientific & Cultural Hub for Objective Learning and Research is an interdisciplinary, peer-reviewed, open-access academic journal dedicated to the advancement of objective learning, rigorous research, and scholarly dialogue across scientific, cultural, social, and applied disciplines. SCHOLAR welcomes submissions from a broad range of disciplines, including but not limited to education, social sciences, humanities, natural and applied sciences, technology, policy studies, and interdisciplinary research. Manuscripts are evaluated solely on academic merit, originality, clarity, and relevance to the journal’s scope.
Employing artificial intelligence applications in Arabic language teaching
This research paper aimed to present a set of recommendations and proposals that contribute to activating the use of artificial intelligence (AI) applications in teaching Arabic. To achieve this goal, the researcher used the descriptive-analytical method, reviewing and analyzing previous literature and studies that focused on AI applications and their application in Arabic language teaching. The paper's findings revealed that several AI applications can be used in teaching Arabic, including Canva, the "Teach Me Arabic" mobile application, ChatGPT, and Microsoft Copilot. The paper also highlighted some limitations in using these applications and offered a set of recommendations and proposals to address these challenges and facilitate their use. These recommendations include the need for further research to develop AI that is best suited to the needs of Arabic language learning and to train qualified Arabic-speaking professionals in programming languages
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An E-Training Environment for Developing Skills in Using Artificial Intelligence Applications
The current research paper aimed to investigate the integration and utilization of Artificial Intelligence (AI) applications within e-training environments through five main dimensions. The first dimension sought to deduce the pedagogical and technological standards required for designing the training environment. The second dimension addressed identifying effective AI applications for developing the performance skills of educational technology students. Meanwhile, the third dimension focused on determining the skills necessary for students to use these applications in light of the requirements of the digital age. The fourth dimension reviewed the challenges and obstacles that may hinder the utilization process. The paper concluded with its fifth dimension, which presented a set of recommendations and proposals necessary to activate the use of these environments. To achieve these objectives, the research adopted the descriptive-analytical approach. The paper culminated in developing a list of design standards and identifying a suite of smart applications that can be employed for content production and media design. It also extracted the essential skills required for students, such as prompt engineering and digital content production. The findings indicated the existence of human and technical challenges impeding this integration, such as a lack of readiness and issues with content reliability. Finally, the paper recommended the necessity of integrating e-training environments into preparation programs, providing a supportive digital infrastructure, and qualifying academic staff to keep pace with the requirements of digital transformation.
Artificial Intelligence (AI) Applications
The Reality of Teachers’ Use of Language Immersion Programs in Enhancing Motivation to Learn Arabic Among Non-Native Speakers
This study aimed to identify the extent to which teachers utilize language immersion programs to develop motivation for learning Arabic among non-native speakers. A descriptive-analytical approach was employed. For the study, the researcher developed two questionnaires: one to identify suitable language immersion programs for Arabic learners, and another to assess the importance of language immersion programs, their current use, the challenges they face, and suggestions for improving their implementation. The study instrument was administered to a sample of 45 Arabic teachers of non-native speakers. The results indicated that language immersion programs play an effective role in developing motivation for learning Arabic among non-native speakers, according to the study sample, with a mean score of 2.59 and a standard deviation of 0.75. The study also found that teachers' use of language immersion programs to develop motivation for learning Arabic among non-native speakers was moderate, while the challenges they faced in using these programs were significant, and numerous suggestions were made for improving their implementation. In light of these findings, the study presented a set of recommendations and suggestions, including the necessity of implementing professional training programs for teachers that focus on skills for employing language immersion programs in teaching Arabic to non-native speakers
The Role of School Leadership in Employing Strategic Planning to Achieve Arabic Language Curriculum Quality for Non-Native Speakers in the United Arab Emirates
This paper addresses a critically important educational topic within the United Arab Emirates — the role that school leadership plays in using strategic planning as a genuine, working tool to improve the quality of Arabic language curricula for non-native speakers. The central question is both practical and urgent: to what extent does effective school leadership actually make a difference in curriculum quality through strategic planning, particularly in the culturally and linguistically diverse school environments that define education in the UAE? The paper draws on a critical analysis of Arabic and international educational literature, organized around three interconnected variables: school leadership, strategic planning, and curriculum quality, examined alongside official UAE Ministry of Education documents. The researcher concludes that these three variables form a deeply integrated relationship, and that developing school leadership in strategic planning is a necessary entry point for elevating Arabic curriculum quality. The paper presents seven analytical findings and fourteen practical proposals across three levels: national, school, and research.
The Role of Social and Psychological Education in Developing Life Skills for Coping with Alienation among Students of Schools for the Outstanding and Gifted in Science and Technology
This research paper addresses a highly significant educational topic, which is exploring the role played by social and psychological education and life skills in adaptation and alienation among gifted and talented students in schools for outstanding and talented students in science and technology, in light of an analytical, descriptive, and critical perspective on the relevant educational literature. The researcher sought to uncover the nature of the interaction between these variables as an integrated educational and psychological system, contributing to shaping the student's experience within the internal school environment. The researcher relied on the descriptive-analytical method, through analyzing related literature and previous studies, and interpreting the relationships between the variables within an integrative theoretical framework. The results showed that social and psychological education represents the foundational structure through which it contributes to the development of life skills among gifted and talented students, which in turn enhances the level of psychological and social adaptation, thereby reducing the feeling of alienation within the schools for gifted and talented students. The results also showed the existence of a positive integrative relationship between social and psychological education, life skills, and adaptation, while an inverse relationship appeared between these variables and the feeling of alienation, as a higher level of social and psychological education and life skills contributes to lowering levels of alienation among students.. In light of the critical analysis of the literature, the researcher concluded that alienation cannot be explained solely as a direct result of distancing from the family, but rather it is an indicator of the quality of the educational environment and the effectiveness of social and psychological support within the educational institution. The researcher recommends the necessity of adopting an integrative approach in designing educational programs in schools for the gifted and talented, which combines social and psychological education with the development of life skills, thereby enhancing adaptation, reducing alienation, and achieving balanced growth for outstanding students.
Producing videos for children through artificial intelligence programs to develop language skills Children of the Arabic language series as a model
Artificial intelligence has gone through different phases, until it reached what it is now, and its phases are represented in the origin, experimentation and current renaissance, and each of these phases has its distinctive features in order to simulate the human machine to understand human mental abilities, human higher thinking skills and the ability to think creatively. Arabic is one of the natural languages that attract the attention of researchers in artificial intelligence in general and natural languages in particular. It is one of the most widely spoken languages in the modern world, ranking fourth in terms of the number of users, after Chinese, Urdu-Hindi and English. We know the importance and status of the Arabic language through the number of its users, which is close to half a billion people, the Arabic language is capable of automatic processing, if it has resources and energies, as its nature is standard in large part, especially its morphological and phonetic structure, the Arabic language is a language that enjoys a derivative system and a generative language that enjoys a distinctive writing system for it, and this distinction of the Arabic language from the rest of the languages is a challenge in addressing it automatically. Through this research paper, we seek to identify ways to employ artificial intelligence to serve the teaching of Arabic to children through the production of simple stories, there are several questions we want through this humble research paper to answer them, what is the concept of artificial intelligence? What can artificial intelligence offer first to the Arabic language and secondly to its learners from non-native speakers? The story directed to children when it turns into visuals and videos is something that needs many of the most advanced means and applications, due to the nature of the advanced stage at this age stage, and artificial intelligence is a very important means if it is well employed in teaching the four Arabic language skills (listening - speaking - reading - writing), in addition to the scarcity of teachers specialized in teaching Arabic skillfully and technically, hence the urgent need for special visuals for children to help them learn skills Linguistic and behavioral in proportion to the data of the current era. Artificial intelligence is also an effective way to produce multimedia with minimal effort (videos, digital stories, explosions, presentations.... etc.) Many teachers of Arabic for non-native speakers exhaust their effort and energies in producing these means and media to explain the lessons and their actual need for these tools, so this research paper concerned the ways in which Arabic language teachers can benefit from them in the teaching process, through artificial intelligence. I hope that this modest attempt will be a real beginning to motivate those interested in the field to look forward to the prospects of development and pursue the technological progress that has become necessary in this era in all fields.
Neural Modeling of Learning: Integrating Cognitive Psychology and Artificial Intelligence Applications
This paper aims to present an integrative framework combining three main fields: neural modeling, cognitive psychology, and artificial intelligence applications, within the context of developing learning processes and educational research. The paper addresses the problem of a clear gap between the individual progress made in each of these fields on the one hand, and the absence of an applied model that integrates them within a unified educational framework on the other. The paper seeks to: build a shared conceptual foundation, design practical activities that simulate principles of neural modeling, and explore future educational applications based on this integration. The workshop methodology adopts an interactive, hands-on approach including brainstorming, paper-based and computer-based simulations of simple neural networks, collaborative design of educational scenarios in small groups, and group discussion of ethical and practical challenges. Expected outcomes include: a shared understanding of integration concepts across the three fields, participants' ability to design preliminary educational scenarios, and the development of a list of challenges and opportunities. The paper recommends conducting experimental studies to test the effectiveness of integrative models, developing new measurement tools that combine behavioral and neural indicators, and establishing ethical codes governing the use of cognitive-based artificial intelligence in education. The paper concludes that integrative neural modeling represents a promising horizon for educational research, provided that technological tools remain in service of the human learner and their well-being, not as a substitute or reduction of them.
The Effectiveness of an Electronic Program Based on Qur’anic Stories in Developing Linguistic Vocabulary and Religious Concepts among Non-Arabic-Speaking Children: An Experimental Study in an Interactive Learning Environment
This study aimed to investigate the effectiveness of an electronic program based on Qur’anic stories in developing linguistic vocabulary and religious concepts among non-Arabic-speaking children, within an integrated educational framework that combines narrative storytelling with an interactive digital environment. The study adopted an experimental design to measure the program’s impact on developing lexical knowledge and understanding religious concepts by applying pre- and post-assessment tools to a sample of learners in early childhood. The results revealed statistically significant differences between the mean scores of learners in the pre-test and post-test applications in favor of the post-test in both linguistic vocabulary and religious concepts, indicating the effectiveness of the electronic program in developing these two dimensions in an integrated manner. The findings also showed an integrative relationship between vocabulary development and conceptual understanding, reflecting the contextual nature of learning based on interactive storytelling. The results suggest that presenting linguistic and conceptual content within a structured narrative context—supported by multimedia elements, active interaction, and immediate feedback—contributes to enhancing deep cognitive processing and reinforcing long-term learning among non-Arabic-speaking children. The study proposes an educational model for designing electronic programs based on Qur’anic narrative storytelling that integrates semantic context, multimedia interaction, and active learner participation. This study contributes to the development of educational practices in the field of teaching Arabic to non-native speakers and provides an applied framework that can be utilized in designing digital programs aimed at linguistic and conceptual learning in early educational stages
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Motivation of non- native Arabic Language Learners in British Curriculum Schools in the United Arab Emirates: A Descriptive Analytical Study
This study investigates the motivation for learning Arabic as a foreign language among non-native speakers in British curriculum international schools in the United Arab Emirates. It examines the interplay of religious, cultural, social, economic, and educational factors shaping student motivation. A descriptive-analytical approach was employed, using a questionnaire administered to 450 students from James British Schools during the 2023/2024 academic year. Findings reveal that overall motivation levels were moderate to high, with instrumental motivation prevailing over integrative motivation. The religious dimension ranked highest, functioning primarily as a cognitive rather than culturally integrative motivator. Economic motivations were comparatively low, highlighting the limited perception of Arabic as a global professional asset. The study concludes that motivation in this context emerges from the complex interaction of language policy, curriculum structure, and assessment practices, rather than being solely an individual psychological phenomenon. Recommendations include enhancing teachers’ role in fostering motivation, establishing specialized Arabic language departments within colleges of education, and redesigning the educational environment to develop students’ “ideal linguistic self” and promote sustainable motivation
Developing the Performance of Arabic Language Teachers for Non-Native Speakers in British Curriculum Schools in Light of Professional Competencies in the United Arab Emirates
This study aims to identify the professional competencies required for Arabic language teachers teaching non-native speakers in international schools adopting the British curriculum in the United Arab Emirates, and to propose a model for developing teachers’ performance based on these competencies. The study adopts the descriptive analytical approach to explore the current level of competencies among teachers and determine the gap between required and actual competencies. Data were collected through a questionnaire, interviews, and classroom observation tools applied to a sample of 80 Arabic language teachers working in GEMS international schools in the UAE. The findings revealed that the most important competencies required for teachers include linguistic competence, communicative competence, cultural competence, technological competence, personal competence, and social competence. The results also indicated a noticeable gap between the importance of these competencies and their actual availability among teachers, particularly in communicative and technological competencies. Based on the findings, the study proposes a professional development model aimed at enhancing teachers’ competencies through structured training programs, continuous professional development, and competency-based teacher preparation systems. The study concludes that improving teachers’ competencies plays a critical role in enhancing the effectiveness of Arabic language instruction for non-native speakers and strengthening the cultural and linguistic integration of learners in multilingual educational contexts
The Effectiveness of Employing Semantic Field Theory in Developing the Understanding, Acquisition, and Production of Linguistic Meaning among Learners of Arabic as a Non-Native Language: An Applied Linguistic Study
This study aimed to investigate the impact of employing semantic field theory in teaching linguistic meaning to learners of Arabic as a non-native language. It adopts a linguistic approach that links the semantic analysis of linguistic texts with practical educational application. The study utilized a descriptive–analytical method to examine the theoretical foundations of semantics and semantic field theory, and an experimental method to test the effectiveness of an instructional program based on this theory in developing learners’ skills in understanding, acquiring, and producing linguistic meaning at the upper-intermediate and advanced levels. The study was conducted on a sample of learners studying Arabic as a second language. Participants were divided into an experimental group, which studied through instructional strategies based on semantic field theory, and a control group, which studied using the traditional method. An achievement test was used to measure the level of linguistic meaning acquisition before and after the implementation of the program. The results revealed statistically significant differences in favor of the experimental group in the skills of understanding, acquiring, and producing linguistic meaning, confirming the effectiveness of employing semantic fields in organizing vocabulary and structures within interconnected semantic networks that support a deeper understanding of meaning. The findings also indicate that teaching meaning through the semantic relationships among lexical items contributes to the development of learners’ pragmatic linguistic competence, and enhances their ability to interpret texts and produce meaning in different communicative contexts. The study provides an applied framework for designing instructional programs based on semantic fields that can be utilized in the development of curricula for teaching Arabic to non-native speakers
Evaluating the Content of the Digital Platform “Arabic Immersion” for Teaching Arabic to Non-Native Speakers in Light of the Common European Framework of Reference for Languages and Users’ Perspectives
This study aims to evaluate the digital content of the educational platform Arabic Immersion designed for teaching Arabic to non-native speakers, in light of the standards of the Common European Framework of Reference for Languages (CEFR) and users’ perspectives. The study adopts a descriptive analytical approach by examining the platform’s content structure, learning sequence, instructional activities, and multimedia resources. In addition, users’ perceptions regarding the effectiveness of the digital content were collected through a questionnaire. The study focuses on the beginner level (A1) designed for young learners, with the aim of determining the extent to which the platform’s content aligns with internationally recognized standards for foreign language education. The findings indicate that the platform has several strengths, including the integration of multimedia resources such as animated dialogues, stories, educational games, and the adoption of language immersion strategies in presenting instructional content. However, the results also reveal certain limitations related to the pace of learning, the length of dialogues, and the number of new vocabulary items introduced within some instructional units for beginner learners. Based on these findings, the study proposes several recommendations to improve the design and organization of digital content in accordance with CEFR standards, thereby enhancing the effectiveness of digital platforms in teaching Arabic to non-native speakers
From Corpus to Curriculum: A Data-Driven Transformative Framework for Designing Arabic for Tourism Materials
This study proposes a data-driven methodological framework for transforming specialized corpus findings into instructional materials for Arabic for tourism purposes. It addresses the gap between authentic Arabic tourism discourse and traditional teaching materials that often rely on linguistic intuition or constructed texts. Adopting a design-oriented analytical approach, the study constructed a representative Arabic tourism corpus and analyzed it using corpus linguistic tools to extract high-frequency lexical items, collocations, multi-word expressions, and recurrent structural frames. The findings were then subjected to a pedagogical filtering mechanism integrating usage frequency, communicative function, and needs analysis. Results indicate that collocations and recurrent structural patterns constitute more pedagogically effective units than isolated vocabulary items, and that raw frequency alone is insufficient for curriculum design. The study introduces a multi-stage Corpus-to-Curriculum model that integrates corpus linguistics with Arabic for Specific Purposes and reconceptualizes the instructional unit based on authentic usage patterns
Collocations Data-Driven Curriculum Design
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A proposed vision for developing the teaching performance of teachers of Arabic to non-native speakers considering quality standards. (Descriptive study)
This study aims to build an analytical educational framework for developing the teaching performance of Arabic language teachers for non-native speakers in light of educational quality standards, starting from analyzing the current reality of teaching practices and identifying the professional standards necessary to enhance teacher competence. The study relies on the descriptive-analytical method to reveal the level of teaching performance in the areas of planning, implementation, assessment, professional practices, and the use of technology in the educational process. The analysis results reveal that the level of teachers' instructional performance falls at a medium level in light of quality standards, with variations in the extent to which performance indicators are achieved across different areas, and a notable impact of the level of technological skills utilization on the effectiveness of the educational process. The results also indicate the need for an organized professional development framework that links quality standards with actual teaching practices within the educational environment. The study proposes an integrated developmental model based on identifying professional standards for teaching performance, reorganizing planning, implementation, and evaluation processes, enhancing continuous professional practices, and integrating educational technology as a structural component of teaching performance. The study contributes to the development of educational literature in the field of preparing Arabic language teachers for non-native speakers, and provides a practical framework that can be employed in teacher preparation programs and continuous professional development. Keywords: Developing teaching performance, quality standards, Arabic teachers for non-native speakers, teacher preparation, professional competencies, quality of education
teachers of Arabic for non-native speakers
Language Games and the Reconstruction of Grammatical Awareness in Teaching Arabic as a Second Language: An Analytical Study Based on Teachers’ Perceptions
This study investigates the impact of language games on developing grammatical structures among learners of Arabic as a second language, based on teachers’ perceptions. It is grounded in the assumption that traditional grammar instruction in Arabic often remains abstract and explanatory, limiting learners’ ability to internalize grammatical structures functionally. The study employed a descriptive-analytical approach, using a 44-item questionnaire administered to teachers of Arabic as a second language to examine areas of language game implementation, perceived effectiveness, and associated challenges. The findings revealed high levels of teacher agreement regarding the effectiveness of language games in teaching grammatical structures, particularly within classroom settings during lesson introduction and assessment stages. Reported challenges were of moderate level. Statistically significant differences were found in favor of teachers holding postgraduate degrees. The study concludes that language games function as a constructive pedagogical tool capable of reshaping learners’ grammatical awareness when embedded within purposeful instructional design. It emphasizes that the success of gamified instruction depends on professional training and pedagogical awareness rather than mere implementation. The study recommends systematic integration of gamification strategies into teacher preparation programs for Arabic as a second language.
A Multisensory Design-Based Educational Approach for Teaching Arabic to Visually Impaired Non-Native Speakers: A Developmental Analytical Framework
This study aims to construct an analytical educational framework for developing Arabic language instruction for visually impaired non-native speakers, in light of inclusive education principles and multisensory instructional design. The study begins with a critical analysis of the contemporary educational landscape in Arabic programs for non-native speakers, focusing on the extent to which these programs address the cognitive and sensory needs of visually impaired learners. The study adopts a conceptual educational analysis approach, extracting the organizing principles of language learning for the blind, and analyzing curriculum design requirements, instructional content, teaching strategies, and assessment methods to ensure sensory and cognitive accessibility. The results reveal a clear methodological gap between the language learning needs of visually impaired learners and prevailing teaching practices, which often rely on partial adaptations rather than a comprehensive reconstruction of the learning environment. The findings also indicate that the effectiveness of language acquisition for this group is directly related to the degree of integration of alternative sensory inputs, the level of assistive technology utilization, and the flexibility of instructional design. The study proposes a comprehensive educational framework for teaching Arabic to visually impaired non-native speakers, based on reorganizing learning outcomes, reconstructing instructional content, adapting teaching strategies, and developing alternative sensory assessment systems. The study contributes to the theoretical foundations of inclusive education in the field of foreign language teaching and provides a practical model applicable in the design of specialized educational programs.
Arabic language instruction for non-native speakers
The Effect of Project-Based Learning on Developing Speaking Skills among Arabic as a Foreign Language Learners in International Schools: A Multidimensional Quasi-Experimental Study
This study examined the effect of Project-Based Learning (PBL) on developing speaking skills among learners of Arabic as a foreign language in international schools, through a multidimensional analysis of oral performance components. A quasi-experimental design was employed using a pretest–posttest control group approach. The sample consisted of 38 seventh-grade students, assigned to an experimental group (n = 21) and a control group (n = 17). The experimental group was taught באמצעות PBL over eight weeks, while the control group received traditional instruction. An observation checklist comprising 27 sub-skills across four domains (cognitive, linguistic, phonological, and interactive) was used. The results revealed statistically significant differences (α ≤ 0.05) in favor of the experimental group in overall speaking skills and all subdomains, with a large effect size. The findings are interpreted in light of the roles of interaction, task engagement, and contextualized language use in enhancing oral proficiency. The study recommends integrating PBL into Arabic language curricula for non-native speakers and adopting authentic assessment tools to evaluate speaking performance in real communicative contexts