<![CDATA[Arabic language immersion has been widely recognized as an effective approach to second language acquisition; however, its implementation in Islamic higher education remains underexplored, particularly within culturally specific contexts like Indonesia. This study aims to explore and conceptualize a contextually grounded model of Arabic language immersion in Indonesian Islamic universities through a phenomenological lens. Research was conducted at three prominent institutions with established Arabic programs: UIN Sunan Kalijaga, University of Darussalam Gontor, and Ar-Raayah College of Arabic Language in Sukabumi. A total of 18 participants—including instructors, curriculum developers, and students—were selected through purposive sampling. Data were collected via in-depth interviews, participant observation, and documentation, and analyzed using thematic analysis to uncover patterns from participants' lived experiences. The findings reveal that effective immersion is structured around four interrelated components: (1) an integrated and spiral curriculum, (2) intensive Arabic-only environments, (3) religious-cultural contextualization through Islamic practices, and (4) sustained institutional support. These elements form a holistic immersion framework that aligns linguistic competence with Islamic educational values. The study contributes to the theoretical discourse on language immersion by offering a culturally embedded model. It provides practical guidance for Islamic institutions aiming to enhance Arabic programs through authentic, pedagogically coherent strategies.]]>
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