This study maps two decades (2005–2025) of global research on Arabic language teaching (ALT) within the fields of Social Sciences and Arts. It aims to uncover key publication patterns, emerging themes, and collaborative networks that have shaped the evolution of the field, with a particular focus on insights relevant to Oman’s educational landscape. A bibliometric analysis was conducted using data extracted from the Scopus database. The study employed a systematic screening process guided by the PRISMA framework to ensure rigor and transparency. A total of 1,586 documents were initially retrieved, of which 833 met the inclusion criteria for final analysis. VOSviewer and Microsoft Excel were used to visualize co-authorship networks, research themes, and publication trends. Results reveal a consistent growth in research output over the past twenty years, indicating a global expansion of scholarly interest in Arabic language pedagogy. The findings highlight the dominance of institutions and researchers from Jordan, Saudi Arabia, and Malaysia, as well as the rising contribution of international collaborations. Thematic analyses identify a strong focus on e-learning, communicative pedagogy, and digital literacy, signaling a shift toward technology-enhanced and interdisciplinary approaches to Arabic instruction. For Oman, the study provides a roadmap for strengthening Arabic language teaching through digital innovation, academic collaboration, and policy alignment with the nation’s Vision 2040 educational goals. The findings encourage investment in research capacity and integration of modern pedagogical models to advance Arabic as both a cultural and academic language. This study offers one of the most comprehensive bibliometric overviews of Arabic language teaching to date. By combining global trends with regional insights, it provides a foundational understanding of how the discipline has evolved into a dynamic, innovation-driven, and globally interconnected field of study.
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