<![CDATA[This study aims to reconstruct digital technology-based Muhadatsah learning in Arabic language education to address the demands of twenty-first-century communicative competence. A qualitative approach employing a Systematic Literature Review (SLR) was used to analyze relevant scholarly articles, books, and academic documents published between 2021 and 2025. Data were analyzed through content analysis involving coding, categorization, and thematic synthesis. The findings reveal a paradigm shift from linguistic mastery-oriented learning toward the development of communicative competence supported by digital literacy, critical thinking, creativity, collaboration, and autonomous learning. The reconstruction encompasses four main aspects: communicative competence-oriented learning objectives; the implementation of Communicative Language Teaching (CLT), Project-Based Learning (PjBL), and Problem-Based Learning (PBL); the integration of LMS, MALL, Artificial Intelligence (AI), and ChatGPT as a digital learning ecosystem; and authentic assessment through performance-based and digital portfolio assessment. The novelty of this study lies in the development of a Digital Technology-Based Muhadatsah Learning Reconstruction Model that integrates objectives, strategies, media, and assessment into a comprehensive conceptual framework to support communicative, adaptive, and student-centered Arabic language learning]]>
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