Teaching Arabic as a Foreign Language Management Model from Islamic Historical and Cultural Perspective: A Qualitative Study in Educational Institutions

Abstract

This study explores the management model for teaching Arabic as a foreign language through the lens of Islamic history and culture. The research addresses the gap in current pedagogical approaches that often separate language instruction from its rich historical and cultural context. Employing a qualitative case study design, data were collected through in-depth interviews with 15 Arabic language instructors, classroom observations across three educational institutions, and document analysis of curriculum materials. Findings reveal three key components of an effective management model: (1) curriculum integration of Islamic historical narratives, (2) culturally responsive teaching strategies, and (3) institutional support systems for implementation. The proposed model demonstrates enhanced student engagement and improved cultural competency outcomes. This study contributes to the development of holistic Arabic language education that respects and utilizes its Islamic heritage while meeting contemporary pedagogical needs.