Speaker
Description
Yusuf, K.
Umaru Sanda Ahmadu College of Education Minna, Nigeria.
yusufkabir.mk.mk@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The integration of digital pedagogy into Arabic language education within Nigerian Colleges of Education represents a critical yet underexplored frontier for instructional transformation. Historically, Arabic instruction in these institutions has relied heavily on traditional teacher-centered methodologies, rote memorization methods and limited technological integration, contributing to declining student engagement and suboptimal learning outcomes. This paper examines the potential for digital pedagogy and teaching innovation to revitalize Arabic language education across Nigeria’s public Colleges of Education. Drawing on a systematic review of existing literature and case study analysis of some conducted researches in Umaru Sanda Ahmadu College of Education Minna, the research identifies key barriers including inadequate digital infrastructure, insufficient teacher training in educational technology, non-alignment of the existing curriculum with modern trends, and a pedagogical culture resistant to innovation. Conversely, emerging opportunities through mobile learning platforms and applications, gamified vocabulary assessment tools, interactive multi-media resources, and innovative methods of teaching, demonstrate significant promise for enhancing Arabic literacy, pronunciation accuracy, and communicative competence. The study proposes a multi-phase implementation framework incorporating blended learning models, open educational resources tailored to Nigerian learners’ cultural contexts, and continuous professional development for Arabic language educators. Findings suggest that strategic deployment of digital tools can address persistent challenges such as large class sizes, limited authentic language exposure, varying student proficiency levels, and limited access to native- speaker interaction. However, sustainable transformation requires policy-level investment, curriculum redesign aligning technology with pedagogical objectives, professional development for lecturers, establishing technology-enhanced language labs, and local production of digitally-mediated Arabic content reflecting Nigerian linguistic realities. This research contributes to the nascent discourse on technology-enhanced Arabic second-language acquisition in sub-Saharan Africa and offers actionable recommendations for teacher educators, curriculum developers, and educational policymakers seeking to modernize language instruction while preserving pedagogical rigor.