Teaching Arabic Between the Competency-Based Approach and the Challenges of Digital Transformation

The Case of Pioneer Middle Schools

Abstract

This study aims to examine the actual implementation of the competency-based approach in teaching Arabic within the context of digital transformation by interrogating the "Pioneer Middle Schools" model as an institutional application of these approaches. The study adopts a descriptive-analytical method, analysing educational literature and the documents framing this model and its didactic approaches. The findings reveal that digital transformation offers qualitative potential for developing the four language skills; however, its added value depends on its effective didactic application rather than merely on its presence. The results also show that the Pioneer Middle Schools model brings theoretical discourse closer to practice through explicit instruction, teaching at the right level, and targeted support, despite constraints such as insufficient continuous training, overcrowded classrooms, and limited access to digital tools. The study recommends intensifying training in both digital didactics and competency-based pedagogy jointly, developing national digital resources specific to the Arabic language, and generalising formative assessment mechanisms and targeted support to other institutions.