Towards a Human-Centred Framework for Using Generative Artificial Intelligence in Teaching Arabic to Non-Native Speakers

Abstract

Generative artificial intelligence (GenAI) is increasingly adopted in education and offers new opportunities for language learning. It can support personalized instruction, interactive communication, and immediate feedback. However, its effective use in language education remains challenging. This study aims to propose a human-centred framework for integrating GenAI for teaching Arabic to non-native speakers. The framework was developed through a review of literature on GenAI, human-centred Artificial Intelligence, language education, Arabic language pedagogy, linguistic justice, cultural studies, and artificial intelligence (AI) ethics. It consists of five dimensions: human agency, pedagogical alignment, linguistic justice, cultural sensitivity, and ethical governance. AI literacy is positioned as an enabling layer that supports the implementation of all dimensions. The framework integrates technological, pedagogical, linguistic, cultural, and ethical perspectives within a single model for Arabic language education. The framework may guide educators, curriculum developers, and institutions in adopting GenAI in a responsible, inclusive, and educationally meaningful way.