The Reality of Employing Project-Based Learning Strategies in Teaching Arabic at the Secondary Level in Najran Region from Teachers’ Perspectives

Abstract

This research explores the extent to which project-based learning (PBL) strategies are employed in teaching Arabic at the secondary level in Najran, as perceived by teachers. Using a descriptive-analytical approach, the study collected data through a closed questionnaire administered to 120 Arabic language teachers during the second semester of the 1446 AH academic year. The findings indicate a high level of PBL application (overall mean 4.13), reflecting teachers’ growing awareness of its role in enhancing linguistic communication and linking classroom learning to authentic life situations. The most critical challenges identified were the short duration of class periods and the limited inclusion of project-based activities in the curriculum. Conversely, the proposed educational measures—such as supportive institutional policies and organized professional training—received very high approval (overall mean 4.44). The study recommends creating flexible learning environments, employing alternative assessment tools, and promoting community partnerships to support linguistic projects, consistent with Saudi Vision 2030’s goal of developing innovative, active learners.