Designing and Validating a Conceptual Model of Challenges and Solutions for Arabic Language Education to Reduce Miscomprehension Based on the Lived Experience of Teachers in the Iraqi Educational System

Abstract

Purpose: This study aims to identify these challenges and propose practical solutions to reduce educational miscomprehension in Arabic language instruction.  Methods and Materials: The research method is based on a qualitative approach and the analysis of the lived experiences of Arabic language teachers (phenomenology), utilizing in-depth interviews for data collection.  Findings: The findings indicate that the absence of appropriate educational resources, the use of local dialects instead of Modern Standard Arabic, syntactic and morphological complexities, and the mismatch between curriculum content and students’ needs are the primary educational challenges. In contrast, the use of modern technologies, the design of interactive content, the development of teachers’ professional skills, and the adoption of participatory teaching methods are proposed as effective solutions.  Conclusion: This study, by presenting a conceptual model, emphasizes the importance of revising the Arabic language education system to facilitate sustainable and effective learning among students.