<![CDATA[The development of digital technology has brought significant changes to the field of education, including Arabic language learning. The emergence of various digital learning media, such as artificial intelligence (AI)-based learning applications, interactive videos, podcasts, online learning platforms, educational games, as well as Text-to-Speech and Speech Recognition technologies, provides opportunities to create Arabic language learning processes that are more interactive, flexible, adaptive, and student-centered. However, these innovations also present various challenges, including limited digital competence among teachers, students’ readiness, inadequate infrastructure and internet access, the quality and relevance of digital content, the cost of technology adoption, and the potential for technological dependency. This article aims to analyze various forms of innovation in Arabic language learning media in the digital era, identify the challenges encountered in their implementation, and examine the prospects and opportunities for their future development. This study employs a qualitative approach using a literature review method by examining relevant literature on Arabic language learning media, digital technology, and artificial intelligence in language education. The findings indicate that digital media innovation has significant potential to enhance students’ motivation, engagement, independence, and learning experiences when implemented pedagogically and aligned with learners’ needs. Therefore, the use of digital technology should not merely focus on the adoption of technological devices but should be integrated with learning objectives, the characteristics of learning materials, teachers’ competencies, and appropriate Arabic language teaching strategies. With proper and responsible management, digital media innovation is expected to contribute to more effective, creative, contextual, and relevant Arabic language learning in response to the demands of twenty-first-century education.]]>
