<![CDATA[This study examines how e-learning develops graduate-level Arabic skills in Chennai’s higher education institutions and explores challenges to its integration. Using a descriptive-analytical approach, it surveys Arabic faculty and reviews pedagogical literature on teaching Arabic in non-Arabic contexts. Findings reveal that despite faculty technical competence; institutional adoption of e-learning remains low. Curricula are not digitally aligned, leaving graduates underprepared for technology-driven Arabic professions. Key barriers include limited funding, adherence to traditional pedagogy, and inadequate training in digital teaching tools. The study recommends modernizing Arabic curricula through e-learning, establishing faculty development programs in digital pedagogy, and forming institutional partnerships to improve technological infrastructure. This research contributes to Arabic education discourse in India and proposes a framework for digital transformation in foreign language instruction. ]]>
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