<![CDATA[The advancement of artificial intelligence (AI) technology has brought significant transformation in various fields of education, including Arabic language learning. This study aims to analyze the transformation of Arabic language learning through AI from the perspectives of teachers and students, and to identify the challenges that arise in the learning process. This research employs a qualitative approach, utilizing in-depth interviews with 2 Arabic teachers and 13 students who have utilized AI technology in their learning. Data were collected through semi-structured interviews and analyzed using Miles and Huberman's thematic analysis techniques. Research findings indicate a significant pedagogical transformation, including teachers adapting from teacher-centered to student-centered approaches, an 85% increase in student motivation and engagement, and the emergence of technical and ethical challenges during implementation. Teachers experienced a shift in role from information deliverers to facilitators and guides of personalized learning. Students reported an increase in independent learning ability of 78% and faster, more accurate feedback. However, the research also highlights the need for comprehensive teacher training and the development of evaluation strategies tailored to AI-based learning. This research contributes to the understanding of AI implementation in Arabic education. It provides a framework for pedagogical adaptation in the digital era, leveraging hybrid learning models that harness the strengths of AI while fostering human interaction.]]>
