Artificial Intelligence and Arabic Language Learning in Nigerian Universities: Opportunities, Risks, and Governance Frameworks

The integration of artificial intelligence tools including large language models, automated speech recognition, intelligent tutoring systems, and AI-powered translation into Arabic language learning represents a transformative pedagogical development whose educational opportunities, epistemic risks, and governance requirements are yet to be systematically theorised or empirically investigated in the Nigerian higher education context. This study investigates the opportunities, risks, and required governance frameworks for the integration of AI tools into Arabic language learning in Nigerian universities, adopting an interdisciplinary research design that spans educational technology, applied linguistics, Islamic ethics, and higher education governance. The research employs a sequential mixed-methods design, beginning with a national survey of 400 Arabic language students and 80 Arabic lecturers in twenty Nigerian universities on current AI tool use patterns and educational technology attitudes. This is followed by a series of quasi-experimental classroom studies in three universities evaluating the learning effectiveness and academic integrity risks of specific AI tool categories. The final phase involves participatory governance framework development workshops with 30 university administrators, Arabic studies scholars, Islamic ethics experts, and student representatives. An original Nigerian Arabic AI Learning Governance Framework is produced, addressing policy, curriculum integration, assessment reform, and ethical guidance. Keywords: Artificial intelligence, Arabic language learning, Nigerian universities, educational technology governance, Islamic ethics.