Abstract

This study aims to investigate the role of blended learning in advancing Arabic language instruction at the university level by integrating face-to-face instruction with e-learning. This approach seeks to strike a balance between direct interaction and keeping pace with the digital transformations in higher education. The study employed a descriptive-analytical methodology. The research population consisted of (33) faculty members specializing in the Arabic language at the Holy Quran University and Tasil Sciences. A random sample of (25) members was selected. The research instrument was a questionnaire, the data of which were analyzed using the Statistical Package for the Social Sciences (SPSS) software. The study concluded with several key findings: the role of blended learning in developing Arabic language instruction at the university level is perceived to be of a high degree; faculty attitudes toward implementing blended learning in teaching Arabic are highly positive; and faculty members' awareness of the effectiveness of blended learning in developing students' core linguistic skills (listening, speaking, reading, and writing) is also rated at a high degree. Based on these findings, the study recommends that the university administration adopt a strategic plan to formally implement and institutionalize blended learning within Arabic language departments. Furthermore, it suggests developing virtual language laboratories and interactive audio applications—such as podcasts and digital chat rooms—to enhance oral communication skills in Modern Standard Arabic, as well as utilizing digital collaborative learning tools, such as blogs, to foster students' critical reading and writing production.