Challenges of Arabic Language Education in Iraq: A Systematic Review for Effective Strategies

Abstract

Purpose: This study aimed to identify the challenges faced in Arabic language education in Iraq and propose effective strategies to improve learning outcomes. Methodology: A systematic review method was employed using PRISMA guidelines to ensure a rigorous selection and analysis process. The study involved searching reputable scientific databases for relevant articles published between 2000 and 2024. After an initial screening and assessment of inclusion and exclusion criteria, 22 studies were selected for in-depth analysis. The selected studies provided insights into various pedagogical, structural, and sociocultural factors influencing Arabic language education in Iraq. Findings: The findings revealed that Arabic language education in Iraq is hindered by several challenges, including the prevalence of traditional teaching methods, a shortage of qualified language instructors, structural complexities of the Arabic language, and deficiencies in educational resources and infrastructure. Additionally, cultural and social factors such as the widespread use of local dialects and negative perceptions toward Standard Arabic further complicate language learning. These issues contribute to students' struggles in achieving proficiency in Arabic, both in spoken and written forms. Conclusion: To address these challenges, the study recommends implementing modern educational technologies, revising curriculum content, enhancing teacher training programs, and fostering supportive learning environments. These strategies can help improve the effectiveness of Arabic language instruction in Iraq and contribute to the preservation and promotion of linguistic and cultural identity. By adopting innovative approaches and addressing systemic deficiencies, Arabic language education in Iraq can be significantly improved.