This study aims to monitor and describe the pedagogical, technical, and administrative problems that faced the process of teaching Arabic to non-native speakers in distance learning environments. The study relied on a descriptive-analytical approach, using mixed research tools (surveys and interviews) to analyze responses from a sample of teachers and learners. Findings revealed that the most prominent obstacles lie in the weak technical competencies of teachers, the lack of interactivity in digital curricula, and the difficulty of evaluating writing and pronunciation skills. The study presents a vision for developing practices by integrating artificial intelligence technologies and blended learning.

Distance Education; Arabic Language; Non-Native Speakers; Pedagogical Challenges; Digital Transformation.

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