Integrating TPACK and Hybrid Instructional Design Models: A Conceptual Training Framework for CEFR A1 Arabic Language Teachers

The implementation of the Common European Framework of Reference for Languages (CEFR) A1 in Arabic education requires a transition toward communicative, student-centered instruction. Although a hybrid instructional design (ID) model combining ADDIE, Dick & Carey, and the Successive Approximation Model (SAM) was previously developed for CEFR A1 Arabic modules, teachers often lack the competence to execute it effectively, risking implementer error. To address this gap, this concept paper proposes a teacher training framework integrating Technological Pedagogical Content Knowledge (TPACK) across the five phases of the hybrid ID model: Analysis, Design, Development, Implementation, and Evaluation. Positioned as an enabling knowledge base, TPACK guides teachers through hands-on training tasks and deliverable creation, balancing objective alignment with rapid prototyping. Additionally, the paper considers operational challenges such as teacher workload and digital readiness, proposing practical institutional solutions to reduce technical burdens. Serving as a vital prerequisite prior to empirical pilot testing, this framework provides a structured roadmap for Continuous Professional Development (CPD) programs, ultimately empowering Arabic educators to deliver effective, tech-integrated CEFR A1 instruction in real-world educational settings.

CEFR A1, TPACK Framework, Hybrid Instructional Design, Teacher Training Framework, Arabic Language Education

1. Abd Rahman, R., Alias, H., Zakaria, M. H., & Razali, N. W. N. (2024). Development and Usability of the Arabic Language Module “Marhaban” Based On CEFR (A1 & A2 Levels). SIBAWAYH Arabic Language and Education, 5(2), 60-74. https://doi.org/10.37134/sibawayh.vol5.2.4.2024 [Google Scholar] [Crossref]

2. Abdul Malik, F., Ahmad, L.A. & Salleh, N.L. (2025). Exploring CEFR Implementation in Arabic Language Teaching: Knowledge, Perceptions and Challenges Among Teachers. International Journal of Research and Innovation in Social Science, 9(10), 8228-8242. https://doi.org/10.47772/IJRISS.2025.910000673 [Google Scholar] [Crossref]

3. Abdul Raup, F.S., Md Aminullah, S.N.F. & Bahari, N.N.H. (2025). Developing a CEFR A1 Arabic Language Teaching Module through Integrated Instructional Design Models. International Journal of Research and Innovation in Social Science, 9(22), 460-465. https://doi.org/10.47772/IJRISS.2025.922ILEIID0048 [Google Scholar] [Crossref]

4. Ali, C.A., Acquah, S. & Esia-Donkoh, K. (2021). A comparative study of SAM and ADDIE models in simulating STEM instruction. African Educational Research Journal, 9(4), 852-859. [Google Scholar] [Crossref]

5. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press. [Google Scholar] [Crossref]

6. Jung, H., Kim, Y.R., Lee, H. & Shin, Y. (2019). Advanced Instructional Design for Successive E-Learning: Based on the Successive Approximation Model (SAM). International JI. On E-Learning, 18(2), 191-204 [Google Scholar] [Crossref]

7. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. https://psycnet.apa.org/doi/10.1111/j.1467-9620.2006.00684.x [Google Scholar] [Crossref]

8. Musthofa, T. (2022). CEFR-Based Policy in Arabic Language Teaching and Cultural Dimension in Indonesian Islamic Higher Education. Eurasian Journal of Applied Linguistics, 8(2), 96-107. https://doi.org/10.32601/ejal.911545 [Google Scholar] [Crossref]

9. Nafisah, A. Z., Pahrudin, A., & Rahmi, S. (2025). Challenges and Strategies: Curriculum Implementation in 21st Century Learning. Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai, 5(1), 90-98. https://doi.org/10.24967/esp.v5i01.4050 [Google Scholar] [Crossref]

10. Norbert, M. L. & Shin, C. (2025). Kesahan dan Kebolehpercayaan Instrumen Sokongan Organisasi, Kepuasan Kerja, Ganjaran dan Komitmen Guru. Malaysian Journal of Social Sciences and Humanities (MJSSH), 10(6). https://doi.org/10.47405/mjssh.v10i6.3451 [Google Scholar] [Crossref]

11. Nurdianto, T., & Ismail, N. A. (2020). Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia. Al Mahāra: Jurnal Pendidikan Bahasa Arab, 6(1), 1-22. https://doi.org/10.14421/almahara.2020.061.01 [Google Scholar] [Crossref]

12. Raphaella Batha Augustine Sampar & Suziyani Mohamed. (2023). Pengetahuan Teknologi Pedagogi Kandungan (TPACK) Guru Prasekolah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(6). https://doi.org/10.47405/mjssh.v8i6.2291 [Google Scholar] [Crossref]

13. Reethumol, S.R. (2024). Integrating TPACK Into Teacher Education: A Pathway To Enhanced Digital Skills. International Journal of Creative Research Thoughts (IJCRT), 12(2). [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study