Obstacles to the sustainability of Arabic language education in Indian universities

Purpose The purpose of this study is to find out the main challenges that threaten the sustainability of Arabic as a foreign language (AFL) programs in Indian universities. Understanding these challenges is important because AFL education helps strengthen cultural and economic ties between India and the Arab world. Design/methodology/approach This study uses qualitative methods. Data were collected from 55 Arabic language instructors in Indian universities. The participants answered questionnaires, took part in interviews and participated in focus groups. The answers were analyzed using thematic analysis to find common challenges. Findings The study identified 28 main challenges, organized into five groups: (i) curriculum and resources, (ii) teachers, (iii) students, (iv) administrators and (v) infrastructure. Major problems include old curricula focusing too much on classical Arabic, lack of modern teaching methods, insufficient teacher training and limited financial support for students. Administrators often resist changes and lack long-term plans. Poor infrastructure, such as broken equipment and lack of language labs, also negatively impacts learning. Practical implications The findings can help university administrators improve AFL programs by updating curricula, training teachers and improving infrastructure. This will enhance educational quality and help sustain Arabic language education in India. Originality/value This research fills a gap by focusing specifically on AFL sustainability in Indian universities. It highlights how these challenges are interconnected, showing that solving one problem often means addressing others. It also aligns AFL sustainability issues with global education goals, making it useful for teachers, university leaders and policymakers.