<![CDATA[The development of an Arabic language environment in Islamic higher education plays an important role in strengthening the communicative competence of students in Arabic Language Education programs. Formal classroom instruction alone does not fully provide sustained opportunities for language use; therefore, habituation needs to be integrated into students’ academic and social lives. This study aims to analyze the implementation, supporting and inhibiting factors, and formulate a model for developing an Arabic language environment based on habituation at STIT Riyadhussholihiin. The study employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving institutional leaders, program administrators, lecturers, dormitory supervisors, and students. The data were analyzed using an interactive model involving data condensation, data display, and conclusion drawing and verification. The findings indicate that the development of the Arabic language environment occurs gradually through students’ initial language preparation, the use of Arabic in classroom instruction, residential life, supervision by dormitory supervisors, lecturers’ role modeling, and language-strengthening activities such as ilqāʾ al-kalimah, munaqasyah, and the Translation Student Activity Unit. This development is supported by institutional commitment and a conducive academic environment but remains constrained by differences in students’ initial proficiency, limited vocabulary, low self-confidence, and the absence of fully integrated policies and evaluation mechanisms. The study proposes an Arabic language environment model as a habituation ecosystem that may serve as a reference for the gradual and sustainable development of Arabic-speaking academic cultures in Islamic higher education.]]>
