<![CDATA[Arabic language learning continues to face challenges related to surface-level instructional practices that emphasize memorization and structural mastery, often failing to foster learners’ awareness, meaning-making, and meaningful learning experiences. In response to shallow learning, the concept of deep learning has emerged in contemporary educational discourse; however, it has largely been developed within Western cognitive frameworks that tend to overlook the spiritual dimension of human learning. This article aims to analyze the concept of deep learning from a Qur’anic perspective through the framework of Mindful, Meaningful, and Joyful Learning and to examine its implications for Arabic language education. This study adopts a qualitative approach with a library research design. The data sources include selected Qur’anic verses related to learning, classical and contemporary Qur’anic exegesis, and relevant educational literature. Data were analyzed using a thematic–interpretative approach. The findings indicate that Qur’anic deep learning constitutes a holistic learning process that begins with awareness-based learning grounded in reason (mindful learning), progresses toward meaning-making grounded in the spiritual dimension (meaningful learning), and culminates in spiritual happiness rooted in the heart (joyful learning). These three dimensions are integrative and form a unified, transformative learning process. The implications of this study suggest that Arabic language learning should be reoriented from purely technical-linguistic approaches toward learning experiences that cultivate learners’ awareness, deep understanding, and spiritual joy. This article contributes theoretically by offering a Qur’anic-based framework of deep learning and provides a conceptual foundation for more holistic and meaningful Arabic language education.]]>
