A Comparative Study of Arabic Language Education in Indonesia, Thailand, China, and South Korea

Vacharee Dedduang; Nur Kholis

doi:10.47814/ijssrr.v8i7.2736

Vacharee Dedduang Doctorate Student in Islamic Education, UIN Sunan Ampel Surabaya, Indonesia
Nur Kholis UIN Sunan Ampel Surabaya, Indonesia

DOI: https://doi.org/10.47814/ijssrr.v8i7.2736

Keywords: Arabic Language Education; Comparative Study; Pedagogy; Language Policy

Abstract

Arabic language education in Asia exhibits significant variation shaped by historical, religious, socio-political, and economic factors. This comparative study examines Arabic language teaching in Indonesia, Thailand, China, and South Korea, focusing on four key dimensions: historical evolution, institutional frameworks, pedagogical methodologies, and prevailing challenges. Employing a qualitative comparative research design, the study synthesizes policy documents, academic literature, and institutional reports to elucidate national approaches and educational outcomes. Findings reveal that Indonesia and Thailand emphasize religious motivations with Arabic instruction embedded primarily in Islamic educational settings, whereas China and South Korea adopt a more secular and pragmatic orientation, linking Arabic proficiency to diplomatic, economic, and academic objectives. Despite divergent contexts, all countries face challenges, including shortages of qualified instructors, limited curricular standardization, and insufficient exposure to native Arabic language environments. The study underscores the need for curriculum development balancing classical and modern Arabic, enhanced teacher training, and expanded international collaboration. This research contributes to understanding Arabic language education in diverse Asian contexts and offers recommendations to support effective pedagogical strategies and policy reforms.

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