Document Type : Original Article
Authors
1
PhD in Curriculum Studies, University of Birjand, Birjand, Iran.
2
Assistant Professor, Department of Educational Sciences, Faculty of Literature and Human Sciences, Hakim Sabzevari University, Sabzevar, Iran. E-mail: M.gholampour@Hsu.ac.ir.
10.48310/alle.2025.4507
Abstract
The present qualitative study, employing a phenomenological approach, aims to investigate strategies for enriching the implemented curriculum of Arabic language education in upper secondary education and to identify the requirements and contextual factors influencing this process. Data were collected through semi-structured interviews with 18 purposively selected participants, including Arabic language teachers, curriculum planning experts, and professors of Arabic language education. Thematic analysis was conducted at three levels—basic, organizing, and overarching themes—while adhering to qualitative validation criteria. Findings revealed five main themes: focusing on practical language skills such as enhancing reading comprehension, oral expression, and writing; deepening understanding of Arabic grammar and structures through practical morphology instruction, multi-level syntax teaching, and exposure to Arabic rhetoric and aesthetics; utilizing modern educational technologies including language learning software, online audio-visual resources, and blended interactive environments; diversifying teaching and assessment methods by fostering activity-based communicative learning, personalizing instruction via differentiated approaches, and employing performance- and process-oriented assessments; and establishing connections with Islamic-Arabic culture and civilization by familiarizing learners with rich Arabic literature, the role of Arabic in Islamic sciences, and Arab cultural traditions. These results provide valuable guidance for curriculum planners, teachers, and policymakers aiming to enhance the quality of Arabic language education in secondary schools.
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