<![CDATA[This study aims to analyze the concept of the “Curriculum of Love” in Arabic language instruction from theoretical and philosophical perspectives based on ontological, epistemological, and axiological dimensions. The study employs a qualitative approach using library research. Data were obtained from scientific literature relevant to the “Curriculum of Love,” humanistic education, character education, the philosophy of education, and Arabic language instruction. The data were analyzed using content analysis and thematic analysis to identify and synthesize concepts related to the integration of the value of love in Arabic language instruction. The research findings indicate that the “Curriculum of Love” can be conceptualized as a humanistic-integrative paradigm that links linguistic competencies with affective, social, moral, and spiritual dimensions. Ontologically, students are viewed as whole human beings possessing intellectual, emotional, social, and spiritual potential. Epistemologically, learning is guided through experience, dialogue, interaction, communicative practice, collaboration, and reflection. Axiologically, mastery of the Arabic language is directed toward communication that is polite, empathetic, responsible, and character-building. Its implementation can be integrated into istimā‘, kalām, qirā’ah, kitābah, mufradāt, nahwu, and ṣarf through contextual materials, humanistic-communicative methods, empathetic educational relationships, and holistic assessment. Thus, the Curriculum of Love serves as the pedagogical spirit in building both the language competencies and the character of students.]]>
