Faculty Perspectives on the Rollout of a New Arabic Language Program in UAE Higher Education and Its Implications for Leadership

Document Type

Article

Source of Publication

Transforming Policy and Practice Through AI Driven Educational Leadership

Publication Date

3-10-2026

Abstract

This study investigates faculty perceptions of the rollout of a newly mandated Arabic language program at a federal university in United Arab Emirates. Introduced in response to national concerns about declining Arabic proficiency, the reform required rapid curriculum redesign to serve both native and non-native learners. Guided by a qualitative constructivist–interpretivist approach, semi-structured interviews were conducted with seven instructors involved in delivery. Thematic analysis explored curriculum coherence, student engagement, and institutional supports shaping implementation. While faculty endorsed the national vision underpinning the reform, they reported gaps between learning outcomes, pedagogy, and assessment that constrained impact. Participants called for clearer guidance, better alignment mechanisms, and sustained consultation. The findings highlight the central role of academic leadership in mediating policy into practice and emphasize the need for participatory governance in large-scale language reform.

ISBN

[9798337349084, 9798337349091, 9798337349107]

ISSN

2327-0411

Publisher

IGI Global Scientific Publishing

First Page

475

Last Page

497

Disciplines

Education

Keywords

Underpinning (0.71) | Curriculum (0.62) | Thematic analysis (0.59) | Higher education (0.59) | Pedagogy (0.55) | Corporate governance (0.49) | Political science (0.48) | Arabic (0.48) | Qualitative research (0.46) | Citizen journalism (0.44) | Sociology (0.43) | Public relations (0.37) | Medical education (0.37) | Curriculum development (0.36) | Language barrier (0.34) | Faculty development (0.34) | Program evaluation (0.34) | Professional development (0.32) | Focus group (0.32) | Participatory action research (0.32) | Accreditation (0.31) | Perception (0.3) | Inclusion (mineral) (0.3) | National curriculum (0.29) | Multilingualism (0.28) | Program Design Language (0.27) | Semi-structured interview (0.27) | Public administration (0.27) | Best practice (0.26) | Policy analysis (0.26) | Qualitative analysis (0.25)

Scopus ID

105049182718

Indexed in Scopus

yes

Open Access

no

Link to Full Text

Share

COinS