Aims: The current research aims to identify the attitudes of Arabic language teachers (male and female) toward using adaptive learning to enhance reading comprehension skills. It also aims to determine the statistical significance of differences in these attitudes according to the gender variable (male–female). Finally, the research seeks to reveal the attitudes of Arabic language teachers toward using adaptive learning to enhance reading comprehension skills based on the variable of years of teaching experience. Methodology: To achieve the research objectives, a questionnaire was developed specifically to measure the attitudes of Arabic language teachers toward using adaptive learning to enhance reading comprehension skills. The questionnaire consisted of (35) items answered on a three-point scale (Agree – Unsure – Disagree). The research sample comprised (40) male and female teachers working in middle schools affiliated with the Anbar Education Directorate. Results: After statistically processing the data using t-tests for one sample and two independent samples, the analysis yielded the following results: Positive attitudes were found among the research sample members toward using adaptive learning in teaching Arabic, indicating the potential of employing this approach to develop the educational process and enhance students' reading comprehension skills. The analysis results showed no statistically significant differences in the mean responses of the sample members according to the gender variable (male and female). Furthermore, the mean responses of the sample members did not show statistically significant differences according to the variable of years of teaching experience. Conclusions: It can be concluded that Arabic language teachers possess a clear positive readiness to adopt adaptive learning as an effective approach to enhance reading comprehension skills, regardless of their gender or years of experience. This confirms that the successful implementation of this strategy is not linked to teachers' demographic characteristics as much as it is linked to providing appropriate technical support and a suitable classroom environment, which opens the door for extensive methodological development in Arabic language teaching. In light of the findings, the research recommends the following: the necessity of encouraging Arabic language teachers to employ adaptive learning strategies in their lessons and to follow up on their implementation and evaluation periodically; providing the technical requirements and educational programs that support the application of adaptive learning in preparatory schools; and redesigning classroom environments to align with the requirements of implementing adaptive learning systems in terms of equipment, student numbers, and technological infrastructure. The research suggests conducting further studies on larger samples from multiple regions of Iraq to explore the relationship between Arabic language teachers' attitudes toward adaptive learning and other variables such as motivation for learning and attitudes toward educational technology, thereby contributing to supporting positive attitudes toward using adaptive learning to enhance reading comprehension skills.
alrawi et al. (Mon,) studied this question.