Abstract
This study examines the effective application and implementation of Nigeria’s Core Curriculum Minimum Academic Standard (CCMAS) in teaching Arabic language. It explores the historical evolution of Arabic education in Nigerian universities, the role of the National Universities Commission (NUC) in curriculum design, and the transition from the Benchmark Minimum Academic Standard (BMAS) to CCMAS. The paper identifies strength and limitations of the existing Arabic curriculum and emphasizes the need for practical, skill-oriented learning that aligns with modern global and professional demands. It further proposes integrating “Arabic for Specific Purposes” (ASP) to enhance employability and relevance in fields such as media, business, diplomacy, and tourism. Recommendations highlight the critical role of lecturers in curriculum planning, digital pedagogy, and collaboration with industry stakeholders to ensure quality and sustainability in Arabic language education.
Keywords: Arabic language, CCMAS, Curriculum Implementation, Nigerian Universities, Language for Specific Purposes.
DOI: www.doi.org/10.36349/sojolics.2025.v01i03.010
author/Dr. Kazeem Oluwatoyin Ajape, Prof. Marufudeen Adeniyi Shittu & Dr. Abdulwahid Aliy Adebisi
journal/Sokoto JOLICS 1(3) | December 2025 |
