This study investigated the practices of teaching Arabic writing skills in higher education, specifically focusing on the challenges and opportunities in instruction from A1 to B1 proficiency levels. In particular, the research aimed to examine the distinctive characteristics of Arabic writing instruction, evaluate environmental and spatial considerations across different proficiency levels, and identify effective methodological frameworks and interactive pedagogical activities. Through a systematic literature review of scholarly works from 2009 to 2023, the study analyzed publications concerning Arabic writing pedagogy, learning environments, and instructional methodologies. Subsequently, the research utilized multiple academic databases, focusing on sources addressing Arabic script acquisition, environmental factors, and methodological frameworks. As a result, the findings were classified into thematic categories including basic elements of Arabic writing instruction, environmental considerations for A1-A2 and A2-B1 levels, instructor responsibilities, and interactive pedagogical activities. Consequently, the results revealed that effective Arabic writing instruction requires specialized approaches due to the unique characteristics of Arabic script, including its cursive nature, contextual variations, and bidirectional aspects. Moreover, the study found that beginning learners (A1-A2) benefit from highly scaffolded environments with clear visual support, while intermediate learners (A2-B1) require spaces balancing structure with autonomous learning opportunities. Additionally, the research demonstrated that successful instruction requires teachers to balance mechanical aspects with communicative goals while maintaining attention to cultural awareness. In conclusion, the study determined that Arabic writing instruction in higher education demands a carefully structured approach incorporating both traditional pedagogical principles and modern innovations. Furthermore, future research directions were identified, including the need to explore advanced writing instruction beyond B1, investigate the long-term impact of environmental configurations, and develop standardized assessment tools that account for the unique characteristics of Arabic writing across proficiency levels.

Arabic writing instruction, higher education pedagogy, language proficiency levels (A1-B1)

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