Journal of Arabic EdTech proudly presents its inaugural issue, Volume 1, Number 1, as the first scholarly publication dedicated to advancing research at the intersection of Arabic language education, educational technology, artificial intelligence, digital pedagogy, and assessment innovation.

As an international peer-reviewed journal published through Glossa Scholar, this inaugural issue marks an important academic milestone in building a global platform for researchers, lecturers, educators, practitioners, and technology developers who are concerned with the transformation of Arabic language teaching and learning in the digital era.

The journal welcomes original research articles, conceptual papers, literature reviews, case studies, and development-based studies that explore how technology can enhance Arabic language education across various learning contexts, including schools, pesantren, universities, online learning environments, and non-native Arabic learning communities.

This first issue particularly focuses on emerging discussions related to AI-assisted Arabic learning, digital learning media, learning management systems, computer-based Arabic assessment, adaptive testing, digital pedagogy, and the integration of technology into the teaching of Arabic language skills such as listening, speaking, reading, writing, grammar, vocabulary, and Arabic for specific purposes.

Through this inaugural publication, Journal of Arabic EdTech aims to contribute to the development of a strong academic ecosystem in Arabic educational technology and to encourage innovative, ethical, and evidence-based practices in Arabic language education.