<![CDATA[Artificial Intelligence (AI) is increasingly reshaping language education through adaptive learning, intelligent tutoring, automated assessment, speech technologies, natural language processing, and generative AI. This narrative review examines how these developments are being applied to Arabic language education, with particular attention to educational opportunities, Arabic-specific constraints, implementation conditions, and future research needs. The review used an iterative narrative search of academic databases and supplementary scholarly sources, focusing primarily on publications from 2019 to 2026 and retaining earlier foundational works where conceptually necessary. A structured literature-extraction matrix was used to record study focus, context, AI application, educational purpose, principal findings, limitations, and implications. The final synthesis comprised 28 sources and was analysed through thematic comparison and mapping to four research questions. The evidence shows that AI can support personalization, feedback, writing, pronunciation, assessment, learner autonomy, and teacher productivity, but its educational value is conditional on teacher competence, Arabic linguistic resources, infrastructure, cultural responsiveness, and ethical governance. The review's principal conceptual contribution is the Human-Centered AI for Arabic Language Education (HCAI-ALE) framework, which integrates six mutually dependent dimensions: human-centered pedagogy, Arabic linguistic intelligence, personalized learning, ethical AI governance, teacher and learner AI literacy, and continuous evaluation. The review argues that responsible Arabic AI education should be understood not as technology adoption alone but as the alignment of AI affordances with pedagogical purpose, linguistic context, human agency, and institutional safeguards.]]>
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