Developing Arabic-Language Curricula for Non-Native Speakers through Artificial Intelligence: A Conceptual and Applied Framework
DOI:
https://doi.org/10.21580/alsina.8.2.34135Keywords:
Adaptive assessment, artificial intelligence, curriculum development, digital learning environments, teaching Arabic as a foreign languageAbstract
Generative artificial intelligence has renewed debate about how Arabic-language curricula are designed for non-native speakers, while curriculum production still depends on fixed sequences and delayed revision cycles. Arabic adds difficulties of diglossia, morphology, orthography, and the relation between Modern Standard Arabic and spoken varieties, and research on AI in language education remains uneven across tools and settings. This conceptual and applied framework paper therefore asks how AI may support curriculum construction for non-native learners. Adopting a conceptual framework-development approach, it synthesises curriculum principles, international proficiency references, and recent research into a staged design model whose components cover needs analysis, linguistic content design, content generation, expert validation, and adaptive assessment. Illustrative prototypes for reading, listening, and speaking show how those components may be connected, and the paper sets out the conditions for responsible use and later empirical testing. It argues that AI can make curriculum engineering more flexible and reduce production effort, while any benefit remains contingent on expert human review, contextual validation, and systematic evaluation.
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