<![CDATA[Arabic language learning in the digital era presents both new challenges and opportunities that demand innovation in teaching methods. One approach considered effective is the Flipped Classroom model, which shifts the delivery of learning materials outside the classroom while focusing classroom time on interactive activities. This study aims to explore the opportunities and challenges of implementing the Flipped Classroom model in Arabic language learning through a literature review. The study employs a qualitative method using library research techniques by reviewing relevant scholarly sources published in the last five years. The findings reveal that the Flipped Classroom model offers opportunities to enhance students' active engagement, facilitate flexible learning, and utilize various interactive digital learning resources. However, the implementation also encounters challenges such as limited technological infrastructure, digital literacy gaps, insufficient modern vocabulary standards, and risks related to digital security. The implications of this study highlight the need for strategies to strengthen digital competencies among teachers and students, as well as improving supporting infrastructure to optimize Arabic language learning based on the Flipped Classroom model.]]>
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