Bridging Competency and Workplace Gaps in Arabic Language Education: Inequality, Innovation, and Reform in Resource-Constrained Schools
Keywords:
Arabic Language Education, Graduate Competencies, Educational Inequality, Educational InnovationAbstract
The relevance of Arabic language education is increasingly challenged by the gap between graduate competencies and workplace demands, unequal access to educational resources, and limited implementation of educational innovation. This study aims to examine the challenges shaping Arabic language education and identify their implications for developing practical and communicative competencies in a resource-constrained educational context. A qualitative case study was conducted at school, involving one principal, seven teachers, and twenty-three students. Data were collected through in-depth interviews, direct observations, and documentation and analyzed through data condensation, reduction, display, and verification, supported by source and technique triangulation. The findings reveal three interconnected challenges: a graduate competency–workplace gap, inequality in educational access and quality, and limitations in implementing innovation and education reform. The study concludes that theoretical mastery alone is insufficient and must be complemented by authentic communication, practical learning, teacher development, appropriate technology, and contextual educational support. These findings imply that Arabic education requires integrated curriculum, professional development, resource improvement, and context-sensitive policy implementation to strengthen graduate readiness and educational quality.
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