Didactics of the Arabic Language and Digital Transformation: Challenges and Prospects in Teaching Phonological and Lexical Awareness among Pupils of the Pioneer Primary School in Morocco

Abstract

This study aims to shed light on the role of digital transformation in developing the didactics of the Arabic language, with a particular focus on teaching phonological and lexical awareness skills among pupils in the Pioneer Primary School. It highlights how digital pedagogical tools and resources such as educational applications, phonetic games, and interactive platforms can enhance learners’ ability to discriminate sounds and comprehend vocabulary within a motivating and collaborative learning environment.

   The study also examines the experience of the Pioneer Primary School, which represents an open and distinguished model in integrating digital transformation into the teaching–learning process, making it an exemplary case of educational innovation. It explores some of the specific features that characterize this school and contribute to improving pupils’ performance. At the same time, the research addresses the major challenges facing this ambitious educational project, whether pedagogical or technical. These include the limited digital training of educational stakeholders, the difficulty of adapting pedagogical content to digital media, and digital disparities among learners (differences in basic digital skills), which may hinder the achievement of the intended objectives.

   In conclusion, the study proposes a set of future perspectives for developing digital practices in Arabic language teaching, along with practical recommendations aimed at improving the quality of language education in digital environments. These recommendations seek to respond to the needs of contemporary learners and to strengthen their foundational language skills from the early stages of schooling.