<![CDATA[The review examines the use of the flipped classroom in teaching Arabic from 2010 to 2024, including 56 studies that met the inclusion criteria. Flipping the classroom is not new in other disciplines, but in Arabic instruction, it has not been widely adopted. The four areas identified by the study were the structures and methods of Arabic lessons, effects on language proficiency, development of cross-cultural awareness and independence, and challenges in integrating technology into learning environments. Flipped strategies can be effective for intermediate and advanced Arabic learners, but their success depends on several factors. The review identified significant disparities, including the lack of studies on beginner learners and the absence of a standardized evaluation method. Future research in this area should focus on designing specific flipped-learning models for Arabic instruction, analyzing various Arabic teaching contexts, and developing standardized testing instruments to evaluate improvements in language performance. The research results offer practical recommendations for educators, curriculum developers, and educational technologists who want to implement or enhance flipped classroom methods in Arabic instruction.]]>
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