This study aimed to identify the level of readiness for classroom interaction via e-learning platforms in teaching Arabic in the Sultanate of Oman. A descriptive-analytical approach was employed to achieve the study objectives. The research population comprised all male and female Arabic language teachers during the 1447 AH/2025 CE academic year. A random sample of 39 teachers was selected. A questionnaire comprising three domains—behavioural readiness, affective readiness and cognitive readiness—was used. The findings revealed that from the teachers' perspective, behavioural readiness for classroom interaction via e-learning platforms in teaching Arabic was high, with a mean of 4.02 and a standard deviation of 0.886. From the teachers' perspective, affective readiness for classroom interaction via e-learning platforms in teaching Arabic was high, with a mean of 4.09 and a standard deviation of 0.839. From the teachers' perspective, cognitive readiness for classroom interaction via e-learning platforms in teaching Arabic was high, with a mean of 4.08 and a standard deviation of 0.817. The study recommended that officials at the Ministry of Education provide continuous training in advanced digital applications that support the explanation of abstract and complex linguistic concepts, thereby ensuring more effective integration of technology into online Arabic language teaching.
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