<![CDATA[Advances in generative artificial intelligence (GenAI) have brought about significant changes in higher education practices, including in the teaching of Arabic. Technologies based on large language models (LLMs), such as ChatGPT, offer the ability to generate text, provide feedback, simulate conversations, assist with translation, develop learning materials, and support more personalised learning. This article aims to analyse the paradigm shift in Arabic language pedagogy within Indonesian higher education resulting from the development of artificial intelligence, and to formulate a pedagogical framework that positions AI as a cognitive and pedagogical partner, rather than a substitute for lecturers. The research employs an integrative literature review approach, examining scholarly literature on artificial intelligence in education, generative AI, AI-assisted language learning, ChatGPT in higher education, AI literacy, and Arabic language education. The literature was selected based on conceptual relevance, academic quality, the presence of a DOI, and its contribution to the discussion of Arabic language pedagogy. The findings of the study indicate that the integration of AI opens up opportunities in five key areas of transformation: personalised learning, enhanced interactivity and language practice, automated feedback, the development of adaptive materials and assessments, and the promotion of learner autonomy. This study contributes to the development of the discourse on Arabic language pedagogy by offering a conceptual framework for the integration of AI that is critical, ethical, human-centred, and relevant to the nature of higher education in Indonesia.]]>
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