AI-assisted arabic language learning in Southeast Asia: Digital literacy and intercultural communicative competence
Abstract
This study explores AI-assisted Arabic language learning in five selected Southeast Asian contexts: Indonesia, Malaysia, Brunei Darussalam, Southern Thailand, and Singapore, focusing on AI implementation, digital and AI literacy, and intercultural communicative competence (ICC) from an Islamic Education perspective. A qualitative cross-context exploratory design was employed. Data were collected through semi-structured interviews with 12 participants, comprising three lecturers, six Arabic language teachers, and three university students, and supplemented by documentary analysis. Data were analyzed through data condensation, data display, conclusion drawing and verification, and thematic cross-context analysis. The exploratory findings indicate that AI adoption is shaped by educational ecosystem readiness, particularly digital infrastructure, institutional support, policies, and educator competencies. Three emerging modes of AI adoption were identified: AI as a tool supporting educators’ activities, AI as part of institutional learning systems, and AI as part of adaptive, data-driven learning ecosystems. AI also supports digital and AI literacy by encouraging users to search, evaluate, verify, and responsibly use AI-generated information, while providing opportunities to explore culturally situated language use and communication. From an Islamic Education perspective, these practices highlight the importance of critical evaluation, responsible technology use, and respectful engagement with cultural diversity. The study contributes an integrated perspective linking AI adoption, digital and AI literacy, and ICC in Arabic language education while emphasizing the role of educational ecosystem readiness and ethical pedagogical guidance.
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