Teacher’s Skills and Challenges in Developing Interactive Learning Materials for Arabic Language Teaching

Abstract

This study aims to explore the skills required by teachers in developing interactive learning materials to enhance students' Arabic language proficiency in the contemporary educational landscape. As digital transformation reshapes language pedagogy, understanding teachers' competencies and challenges in creating interactive materials has become increasingly critical for effective Arabic language instruction. This study aims to explore the skills required by teachers in developing interactive learning materials to enhance students’ Arabic language proficiency. A qualitative approach employing semi-structured interviews was conducted with 12 Arabic language teachers from government-aided religious schools (SABK) in Malaysia, selected through purposive sampling .to ensure diverse teaching experiences and institutional contexts. The interview transcripts were analysed thematically using Atlas.ti 2.T0. he interview transcripts were systematically analysed thematically using Atlas.ti 2.0 software, enabling rigorous identification of recurring patterns and emerging themes related to teachers' competencies and pedagogical practices. The findings identify three key domains of skills essential for teachers: (i) technological competence as the foundation pillar for producing interactive materials, (ii) professional development strategies to continuously enhance teachers’ expertise, and (iii) the ability to implement and adapt materials according to students’ proficiency levels. The results underline the importance of digital literacy and flexible pedagogical strategies in enabling teachers to effectively address the challenges of developing interactive Arabic learning materials. The results underline the critical importance of digital literacy and flexible pedagogical strategies in enabling teachers to effectively address the multifaceted challenges of developing interactive Arabic learning materials in resource-constrained environments. The study suggests that structured and sustained support from various stakeholders including educational institutions, policymakers and technology providers, is necessary to strengthen teachers' capacity in producing high-quality interactive materials that positively impact students' language proficiency, engagement and motivation in Arabic language learning.The study suggests that structured support from various stakeholders is necessary to strengthen teachers’ capacity in producing high-quality interactive materials that positively impact students’ language proficiency.