The Impact of Optimal Integration of the Holy Qur‘an in Teaching Arabic Grammar: A Case Study of First-Year Secondary School (Common Core – Etiquette Track)

This paper investigates the pedagogical potential of the Holy Qur‘an as a foundational tool in teaching Arabic grammar at the secondary school level. While traditional curricula often prioritize structural exercises and overlook the richness of Qur‘anic language, this study argues for the integration of Qur‘anic texts as authentic linguistic ref-erences that embody the core rules and expressive nuances of Arabic. Through a critical analysis of current teach-ing practices, the paper highlights the limited and superficial use of Qur‘anic examples in grammar instruction, suggesting that this neglect undermines both grammatical acquisition and student engagement. The proposed ap-proach advocates for a systematic and meaningful incorporation of Qur‘anic passages to enhance learners‘ under-standing of grammatical concepts while fostering a deeper connection to their linguistic and cultural identity. The Qur‘an, with its exemplary syntax and rhetorical depth, serves not only as a grammatical model but also as a bridge linking cognitive learning with civilizational awareness. Ultimately, the paper calls for a reformation of Arabic grammar pedagogy—one that elevates the Qur‘an from a peripheral to a central role in fostering linguistic compe-tence and cultural rootedness among students.