<![CDATA[This article aims to study Arabic Language education, which often focuses on grammaltical aspects in both formal and non-formal institutions. This narrow fokus may pose a global callenge, contributing to environmental cries and social inequality, thus requiring a more transformative educational approach. The Sustainable Develovment Goals (SDGs), particulary goals 4, 13, 16, emphasize the importance of inclusive education that is aware of social and environmental issues. This study seeks to conceptually examine the relationship between arabic language education and social development, and to highlight an integrative pedagogical role aligned with the SDG framework. The methodology is based on a literature review from comprehensive sources related to Arabic language education and the SDGs. The findings are summarized into three main points:1) Arabic language education can contribute to fostering social and environmental awareness when the learning content is integrated with sustainable values; 2) Integrating social and environmental themes into Arabic reading texts encourages meaningful and contextual learning; 3) There is a need to develop curricula and educational materials that address SDG-related issues within Arabic language instruction.]]>
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