EVALUATING THE ROLE OF EDUCATIONAL POLICY AND INSTITUTIONAL SUPPORT IN THE ENROLLMENT DECLINE OF THE ARABIC DEPARTMENT AT THE COLLEGE OF EDUCATION, ZING

This study evaluates the role of educational policy and institutional support in the enrollment decline of the Arabic Department at the College of Education, Zing. Over recent years, the department has experienced a steady reduction in student enrollment, raising concerns about the sustainability of the program and the broader implications for Arabic language education in the region. The research adopts a mixed-methods approach, combining quantitative data from enrollment records and surveys with qualitative insights from interviews with students, faculty, and policymakers. Findings reveal that restrictive educational policies, insufficient funding, and inadequate institutional support are contributors to major the decline. Policies such as limited scholarship opportunities and rigid entry requirements were identified as barriers for prospective students. Additionally, the lack of modern teaching resources, low awareness of the career prospects associated with Arabic studies, and insufficient outreach efforts were highlighted as institutional shortcomings. The study recommends revising policies targeted to provide scholarships, modernizing the curriculum to align with contemporary career opportunities, and increasing institutional support through funding and advocacy campaigns. These measures are critical for revitalizing the Arabic Department and ensuring its alignment with the educational and cultural priorities of the region. Future research should focus on the broader societal factors influencing interest in Arabic education and the impact of digital technology on revitalizing programs.