This study examines the role of AI Chatbot as an adaptive conversational medium in enhancing Arabic speaking skills within digital communication contexts. The research addresses the challenges faced by university students in developing maharah kalam, including limited opportunities for authentic interaction, communication anxiety, and varying levels of language proficiency. A qualitative case study design was employed, involving 20 participants consisting of lecturers, students, and faculty leaders in an Arabic Language Education program. Data were collected through in-depth interviews, participant observation, documentation, and supported by pretest-posttest results. The findings indicate that AI Chatbot is positively perceived as a flexible and low-pressure communication medium that enhances students’ confidence and speaking engagement. The integration of AI also resulted in measurable improvement in speaking performance, with mean scores increasing from 63 (pretest) to 81 (posttest). However, challenges were identified, including contextual limitations of AI responses, technical constraints, and concerns regarding over-reliance on technology. The study concludes that AI Chatbot functions effectively as an adaptive conversational medium that supports both cognitive and affective aspects of language learning. Its optimal use lies in complementing, rather than replacing, human interaction. The findings contribute to the development of AI-mediated communication practices in language education and provide practical implications for integrating AI into Arabic language learning in digital environments.
Keywords: AI Chatbot, Adaptive Conversational Medium, Arabic Speaking Skills, Digital Communication, Language Learning
M. Rohman, Fahrur Rosikh· Journal of Creative Arts and...· 0 citations
Educational institutions increasingly operate within complex adaptive systems characterized by rapid technological, environmental, and socio-economic changes. These challenges require leadership approaches that strengthen institutional resilience while promoting long-term sustainability. This study examines how sustainable management leadership enhances institutional resilience through adaptive organizational processes within educational institutions.
A qualitative multiple-case study was conducted in three Islamic senior high schools (MAN 1, MAN 2, and MAN 3 Tulungagung, Indonesia). Data were collected through semi-structured interviews with principals, teachers, and administrative staff, supported by non-participant observations and document analysis. The data were analyzed using thematic analysis involving open, axial, and selective coding, with triangulation, member checking, and peer debriefing employed to ensure trustworthiness.
The findings demonstrate that sustainability-oriented leadership significantly enhances institutional resilience by strengthening adaptive processes, including ESG-informed governance, stakeholder engagement, continuous organizational learning, and digital and organizational innovation. Comparative analysis revealed three stages of institutional development. MAN 1 exhibited advanced sustainable leadership characterized by integrated governance, collaborative culture, and high resilience. MAN 2 represented a transitional stage with moderate adaptive capacity driven primarily by digital innovation but constrained by fragmented sustainability implementation. MAN 3 reflected an emerging stage with limited leadership capacity, weak governance structures, and low institutional resilience. Across cases, three overarching themes emerged: leadership drives sustainability, organizational culture matters more than policy, and innovation requires supportive organizational systems.
The study extends sustainable leadership literature by conceptualizing institutional resilience as an emergent outcome generated through the interaction between sustainability-oriented leadership, adaptive governance, stakeholder collaboration, continuous learning, and innovation. A resilience-oriented leadership model is proposed to explain the dynamic relationships among leadership vision, adaptive processes, and organizational outcomes. The findings contribute empirical evidence from educational institutions in a developing-country context and provide a practical framework for strengthening adaptive capacity, institutional resilience, and long-term sustainability in educational systems.
Nur Efendi, Muh Ibnu Sholeh, Nurul Indana et al.· Frontiers in Sustainability· 0 citations
