Reforming the Arabic Language Curriculum in Higher Education: Concepts and Models to Avoid Educational Failure

Abstract

This study examines the need to reform the Arabic language curriculum in higher education by integrating scientific research with contemporary curriculum theory. Using a qualitative library research design with a content analysis approach, the study draws on books and scholarly articles as primary and secondary sources to examine relevant curriculum development models, including those of Tyler, Taba, Oliva, Beauchamp, Wheeler, Nichols, and the Dynamic Curriculum Development Model. The findings show that Arabic instruction benefits from a dynamic, cumulative approach, in which educators build students' vocabulary and skills through connected learning strategies that support deeper retention and understanding. By linking these theoretical models to practical curriculum design, the study highlights the university's role in integrating educational management, scientific research, and community service. The study offers practical guidance for revitalizing Arabic language instruction at the university level, aiming to prevent educational failure and produce graduates with strong linguistic competence.