Artificial Intelligence and Secure, Sustainable Arabic Language Education for Non-Native Speakers: Adam Barka University in Abéché as a Model

Abstract

This study, entitled “Artificial Intelligence and Safe, Sustainable Education of the Arabic Language for Non-Native Speakers: Adam Barka University in Abéché as a Model,”responds to the call of the First International (Periodic) Conference “Cognitive Transformation in the Age of Artificial Intelligence: Contemporary Visions for Building Safe, Sustainable, and High-Quality Education.”The conference was organized by Tasnim Journal for Humanities, Social and Legal Sciences (Beirut – Lebanon), in cooperation with De Bono Journal for Human, Social and Legal Studies (Iraq), Dhaqawat Foundation for Culture, Thought and Arts (Iraq), and the Lebanese International Academy for Training and Development (Beirut – Lebanon), and was held on 29–30 November 2025.

Teaching Arabic to non-native speakers presents numerous challenges, including phonetic and grammatical complexity, the intricacy of the writing system, limited educational resources, as well as cultural integration difficulties. Success in this field requires effective teaching strategies such as scaffolded content, comprehensive teacher training, the use of modern technology, and an emphasis on practical skills and meaningful communication within a supportive learning environment.

The importance of this topic stems from the increasing global relevance of teaching Arabic to non-native speakers.

The significance of this study lies in its focus on a critical aspect of Arabic-language education for non-native speakers at Adam Barka University in Abéché, Chad—most of whom are French-speaking Christians. Their learning programs, supported by artificial intelligence, differ significantly from many other programs that tie Arabic language instruction to Islamic education. Accordingly, the researchers sought to answer the central questions that naturally emerged from the study’s theme:

What linguistic skills enable learners to achieve efficient and rapid learning?

How can the Arabic language serve as a bridge for communication with others?

What tools and methods are required to achieve this?

The researchers addressed these questions by integrating artificial intelligence to facilitate the educational process and to build safe, sustainable, high-quality learning environments. The study consisted of three main sections:

1.The first section:The importance and impact of learning Arabic for non-native speakers.

2.The second section: A presentation and discussion of linguistic skills.

3.The third section: Examples of model lessons that were implemented in the program.

The findings provided clear answers to the study’s questions, concluding that:

Prioritizing the development of the four core skills—listening, reading, writing, and speaking—and empowering learners through scientific methods and appropriate pedagogical tools constitutes one of the most effective approaches for high-quality and accelerated learning.Learning Arabic enables communication with a vast global community, as it is the official language of more than 25 countries and one of the six official languages of the United Nations.

Artificial intelligence saves considerable time and effort for both learners and teachers by providing realistic and accessible educational models, thereby ensuring safe, sustainable, and high-quality education.

The researchers employed the descriptive-analytical method, which relies on inference as one of its primary tools.