<![CDATA[The transformation of Arabic language learning in the digital era requires not only relevant content but also interactive, immersive, and cognitively engaging learning experiences. However, conventional instruction remains text-centered and limits contextual and affective engagement. This study aimed to identify students’ pedagogical needs and construct an evidence-based framework for immersive Arabic learning through Virtual Reality (VR) and Hikayat Sya’biyah. Using a quantitative descriptive design, data were collected from 128 university students through a Likert-scale questionnaire and analyzed using percentage statistics. The findings revealed that students prioritized instructional media (90%) and immersive technology (93%), exceeding learning challenges (65%), affective needs (79%), and cultural integration (87%). These findings indicate that students primarily seek experiential and affective learning environments, while cultural content becomes pedagogically meaningful when embedded within immersive interaction. Accordingly, this study proposes a four-layer framework consisting of psychological readiness, immersive exploration, situated interaction, and cultural internalization.]]>
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