<![CDATA[This study aims to analyze the problems of teaching Nahwu and Shorof in the digital era, identify factors causing difficulties in technology integration, and formulate relevant learning strategies. The study employed a qualitative descriptive approach with a literature-based research design. Data were obtained from journal articles, scholarly books, and conference proceedings discussing Arabic language learning, digital media, mobile learning, gamification, augmented reality, and artificial intelligence. The data were analyzed through reduction, thematic categorization, cross-source comparison, interpretation, and synthesis. The findings show that the main problems include the complexity and hierarchical nature of the subject matter, inaccuracies in some digital content, limited pedagogical and digital competence among teachers, learner characteristics, and infrastructure disparities. Interactive technology, gamification, augmented reality, mobile learning, and AI can enhance engagement and learning access, but their use requires scholarly validation and teacher supervision. The findings also indicate that successful digitalization depends on the alignment of knowledge structure, pedagogy, teacher competence, learner needs, and institutional context. This study proposes four principles—scholarly accuracy, pedagogical sequencing, technological functionality, and contextual accessibility—as an integrative framework for adaptive and sustainable Nahwu and Shorof learning in contemporary education.]]>
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