10th U6+ Consortium of African Universities International Conference

This study examines the integration of inquiry-based learning (IBL) with digital tools in Arabic language education as a strategy for preparing African secondary school students for the demands of the Fifth Industrial Revolution (5IR). As 5IR emphasizes human-centered innovation, critical thinking, and inclusive knowledge systems, there is a growing need to transform traditional teacher-centered approaches prevalent in Arabic classrooms across many African contexts. Adopting a mixed-methods approach, this research investigates the extent of teacher preparedness and classroom practices in selected secondary schools in Nigeria. Data are collected through questionnaires, classroom observations, and semi-structured interviews with Arabic language teachers and students. The study also evaluates the use of digital tools—such as learning management systems, mobile applications, and AI-assisted language platforms—in facilitating inquiry-driven learning environments. The findings indicate that while teachers demonstrate awareness of inquiry-based pedagogy, its practical implementation remains limited due to insufficient training and inadequate access to digital infrastructure. However, where digital tools are effectively integrated, students exhibit improved critical thinking, engagement, and communicative competence in Arabic. The study proposes a pedagogical framework that combines inquiry-based strategies with accessible digital technologies to enhance student-centered learning. It argues that such integration is essential for equipping learners with the cognitive and digital skills required for active participation in Africa’s evolving knowledge economy. The paper concludes by recommending targeted teacher training programs, curriculum reform, and policy support to foster the adoption of innovative teaching practices in Arabic education across Africa.