Abstract

This study aimed to identify the role of Arabic language curricula in developing the cognitive structure of secondary school learners from the perspective of secondary school teachers. The researcher adopted the descriptive-analytical approach, using a questionnaire as the main data collection instrument. The study population consisted of Arabic language teachers in Rabak locality, numbering (124) teachers. The sample was selected using a random sampling method, with a response rate of 72%. Data were analyzed using the Statistical Package for the Social Sciences (SPSS). The overall findings of the study indicate that Arabic language curricula at the secondary level contribute to a large extent to the development of learners’ cognitive structure by enhancing the integration between linguistic knowledge and general knowledge, as well as by developing analytical and critical thinking skills. At the same time, the results revealed the presence of organizational, training, and assessment-related challenges that limit the optimal utilization of these curricula in building deep knowledge, despite their inherent effectiveness. Based on these findings, the study recommends developing Arabic language curricula in ways that strengthen deep cognitive dimensions—particularly analytical thinking, critical thinking, and metacognitive skills—rather than limiting instruction to the development of formal linguistic skills. It also recommends implementing continuous professional development programs for Arabic language teachers that focus on strategies for developing learners’ cognitive structure, such as constructivist learning, problem-based learning, and in-depth text analysis.