Redesigning the ICT-Based Problem Based Learning (PBL) Model for Arabic Language Learning in Primary School: A Systematic Literature Review

The rapid development of Information and Communication Technology (ICT) has become a key catalyst in the transformation of language education, including Arabic language learning at the elementary level. This article aims to redesign an ICT-based Problem-Based Learning (PBL) model that is contextual and adaptive to student characteristics. The study employed a Systematic Literature Review (SLR) approach by analyzing articles from five major databases Scopus, Web of Science (WoS), DOAJ, Sinta, and Google Scholar published between 2015 and 2025. A total of 75 articles were thematically analyzed, revealing three major trends: the use of LMS & Digital Platforms (47%), gamification (33%), and mobile learning (20%). The findings revealed that LMS functions as the backbone of structured digital learning, gamification enhances motivation and active participation, while mobile learning expands learning spaces beyond formal classroom settings. These three approaches can be strategically integrated into the key phases of PBL. The integration of ICT at each stage has been proven to strengthen student engagement, foster learner autonomy, and enrich the communicative and contextual Arabic language learning experience. This model offers practical pedagogical implications for Arabic learning in Islamic educational institutions by providing a scalable framework that aligns technological integration with learner-centered and context-based language learning.