Transforming Arabic Language Learning from Traditional Classrooms to Digital Platforms in Malaysian Madrasahs

Abstract

This study investigates the transformation of Arabic language learning from traditional classroom-based approaches to the adoption of digital learning platforms in Malaysian madrasahs. Its main objective is to identify pedagogical changes, students’ perceptions of digital learning environments, and teachers’ adaptation to technology. This research employs a descriptive qualitative approach through interviews, classroom observations, and document analysis conducted in a selected madrasah in Malaysia. The findings reveal that the integration of digital technologies such as Learning Management Systems (LMS), interactive applications, and educational social media has enhanced students’ engagement, accessibility, and learning autonomy in Arabic language education. However, several challenges remain, including varying levels of teachers’ digital literacy and limited access to continuous digital pedagogy training. The study concludes that the digital transformation of Arabic language learning in Malaysian madrasahs is not merely a technological change but a paradigm shift toward a more flexible, collaborative, and learner-centered educational model. These findings offer significant implications for policymakers and educators in strengthening digital pedagogical frameworks within Islamic educational institutions.