Employing Digitalization in Teaching the Arabic Language within Traditional Classrooms at the Qualifying Secondary Stage Between Reality and Expectations

Abstract

This study explores the issue of digitalization within the educational system, aiming to monitor the reality and prospects of digital education in teaching the Arabic language at the upper secondary level. Through this research, the author highlights the fundamental differences between traditional education, which relies on conventional paper-based media, and technology-integrated education as a didactical support embedded within the classroom. To achieve this, the study adopts a comparative methodology to measure the effectiveness of the digital pedagogical scenario in poetry lessons for students in scientific streams. Field results revealed a significant improvement in interaction and achievement indicators in favor of the technology-integrated model. These findings necessitate a re-evaluation of technology investment mechanisms to overcome classroom stagnation and enhance the overall quality of the teaching practice