Evaluation of the Arabic Language Curriculum for Seventh Grade in Light of Technological Trends from the Perspective of Arabic Language Teachers and Department Heads in Al Ain City

The aim of this study was to identify the extent to which the Arabic language curriculum for seventh grade is evaluated in light of technological trends from the perspective of Arabic language teachers and department heads in Al Ain City. To achieve the study’s objectives, the researcher used a descriptive survey methodology, developing a questionnaire distributed across six main areas: objectives, content, technology-based teaching strategies, use of technological educational tools, accompanying electronic activities, and electronic assessment. The questionnaire consisted of 78 items, with its validity and reliability confirmed. It was distributed to all members of the study population, including second-cycle Arabic language teachers and department heads in Al Ain City, totaling 89 individuals. A response was received from 76 participants. The results of the statistical analysis indicated that, overall, the evaluation of the seventh-grade Arabic language curriculum in light of technological trends was high from the perspective of Arabic language teachers and department heads in Al Ain City. Similarly, the evaluation scores were high across all areas of the study tool. Consequently, the researcher recommended several suggestions, including: selecting general and specific objectives for the curriculum that align with students’ interests and inclinations, choosing appropriate content, diversifying teaching strategies to account for students’ previous experiences, and fostering their creative writing skills.