Beyond Textbooks: Designing AI-Augmented Arabic Teaching Materials for Personalized Learning in Higher Education

Muh. Sabilar Rosyad, Laila Farah Fitria

Abstract


The growing adoption of artificial intelligence (AI) in language education has created new opportunities for personalized learning while simultaneously challenging conventional approaches to instructional materials development. Despite increasing research on AI-assisted language learning, limited attention has been given to the design of AI-augmented Arabic teaching materials. This study aims to identify the design principles of effective AI-enhanced Arabic instructional materials and to develop a conceptual framework for future materials development. Employing a Systematic Conceptual Review of 52 peer-reviewed studies retrieved from Scopus and Web of Science (2017-2026), the study synthesized recurring themes through thematic analysis to identify design principles and develop a conceptual framework. The thematic synthesis identified eight interrelated design principles, including pedagogically guided AI integration, learner-centered personalization, adaptive content sequencing, and human-AI collaborative learning. Based on these principles, the study proposes the AI-Augmented Arabic Teaching Materials Framework (AI-AATM), a five-layer model integrating learner, AI, materials, pedagogical, and learning experience dimensions. The study extends Materials Development Theory by reconceptualizing instructional materials as intelligent, adaptive, and learner-responsive ecosystems, while providing a theoretically grounded framework for future AI-enhanced Arabic language materials development and research..

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References


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DOI: https://doi.org/10.18860/kitaba.v4i2.43410

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Kitaba: Journal of Interdisciplinary Arabic Learning

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