Utilization of ChatGPT in Arabic Language Learning in Islamic Educational Institutions: An Analysis of Opportunities and Pedagogical Challenges

Abstract

The development of generative artificial intelligence, particularly ChatGPT, has opened new opportunities for Arabic language learning within Islamic educational institutions. However, its implementation also raises a range of pedagogical challenges that require further in-depth investigation. This study aims to analyze the opportunities and challenges of utilizing ChatGPT in Arabic language learning and to develop a conceptual model aligned with the characteristics of Islamic education. A qualitative approach was employed using an integrative literature review method, drawing on various scholarly publications related to ChatGPT, Arabic language learning, digital pedagogy, and Islamic education.

The findings indicate that ChatGPT has significant potential to support personalized learning, provide instant feedback, enhance language skills, and strengthen self-directed learning. On the other hand, its use is accompanied by several challenges, including issues of information accuracy, over-reliance on technology, academic integrity concerns, and the transformation of teachers’ roles. Based on the synthesis of the literature, this study proposes a conceptual model that integrates three core dimensions: technology, pedagogy, and Islamic values. The model positions ChatGPT as a supportive instructional tool guided by pedagogical principles and Islamic values to enhance Arabic language competence while simultaneously contributing to learners’ character development.