What is it about?
This study looks at why Arabic language programs in Indian universities struggle to last and improve. The research focuses on real problems that teachers and students face every day. It is based on the views of 55 Arabic instructors from different universities. They answered a questionnaire, joined interviews, and discussed ideas in focus groups. The data were analyzed to find common themes. The study found 28 main challenges. These fall into five areas: curriculum and resources, teachers, students, administrators, and infrastructure. Many curricula rely too much on classical Arabic. They give little space to modern, communicative teaching. Teachers often lack ongoing training. Students have limited financial support, which affects motivation and persistence. Administrators resist change and do not plan for the long term. Facilities are weak. Language labs are missing. Equipment is broken or outdated. These problems are linked. One weak area makes other areas worse. The study explains how these links work. It also shows where improvement can start. The results can guide practical steps to upgrade curricula, train staff, support students, and improve facilities. Stronger Arabic programs can help India connect culturally and economically with the Arab world.
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Why is it important?
This work is timely because demand for Arabic skills is growing in trade, diplomacy, and culture. Yet many university programs in India are not keeping pace. The study is unique in mapping the full system of obstacles, not just single issues. It combines the voices of 55 instructors with a clear structure of 28 challenges across five domains. This systems view helps decision-makers see where actions will produce the biggest gains. The findings offer a practical roadmap. Update curricula beyond a narrow focus on classical texts. Expand teacher professional development. Provide targeted student support and scholarships. Build or repair language labs and ensure reliable equipment. Encourage administrators to adopt long-term plans and measurable goals. These steps align with SDG 4 on quality education. If applied, they can raise program quality, improve student outcomes, and sustain Arabic education in India. The study can also inform language policy and resource allocation at faculty and national levels.
Perspectives
I wrote this study to give a clear picture of everyday barriers in Arabic programs in India. I was struck by how strongly the challenges connect. A weak curriculum reduces student motivation. Low support then increases dropout risk. Poor facilities make good teaching harder, even for skilled instructors. Administrative resistance slows change across the system. I believe small, well-chosen steps can start a positive cycle. A modernized syllabus, even in one core course, can lift engagement. Short, regular teacher workshops can spread better methods. Modest student grants can improve retention. Clear plans from administrators can coordinate these moves. My hope is that this study helps universities choose practical actions that fit their context and resources, and that it supports long-term cooperation between India and the Arab world through sustainable Arabic education.
Dr. Munassir Alhamami
King Khalid University
Read the Original
This page is a summary of: Obstacles to the sustainability of Arabic language education in Indian universities, International Journal of Sustainability in Higher Education, August 2025, Emerald,
DOI: 10.1108/ijshe-09-2024-0650.
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