<![CDATA[Arabic language education has experienced significant transformation due to changes in educational paradigms, technological development, and the increasing demand for competency-based learning. However, previous studies have often examined reform initiatives separately, resulting in limited understanding of how curriculum, pedagogy, assessment, and learning outcomes interact within broader educational transformation. This study aims to systematically review Arabic language education reform across educational levels by evaluating curriculum design, pedagogical innovation, assessment practices, and learning outcomes. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Relevant studies published between January 2021 and August 2026 were identified from Scopus, Web of Science, ERIC, ScienceDirect, Taylor & Francis Online, SpringerLink, and Google Scholar, followed by thematic synthesis. The findings reveal six major themes: curriculum transformation toward competency-based and contextual frameworks, learner-centered pedagogical innovation, digital and artificial intelligence integration, assessment reform, learning outcome improvement, and persistent implementation challenges. This study contributes an integrated framework that conceptualizes Arabic language education reform as a multidimensional process involving curriculum, pedagogy, assessment, technology, and institutional transformation. The findings suggest that sustainable reform requires alignment among educational policies, teacher competence, instructional practices, assessment systems, and contextual learning needs.]]>
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