This study evaluates the content of the Arabic language curriculum prescribed for Grade Eight students in Arabic schools in Brunei Darussalam in light of international standards for language education. It seeks to determine the extent to which the curriculum aligns with principles of communicative competence and contemporary curriculum design quality. The study employed a descriptive-analytical evaluative approach within a mixed-methods research design, integrating quantitative and qualitative data. Questionnaire responses were analyzed through weighted percentages and descriptive statistics, while findings were interpreted in the light of semi-structured interviews, document analysis, and classroom observations, following the principle of methodological triangulation to enhance credibility and interpretive depth (Cohen et al., 2018, pp. 287–314; Johnson Canale& Swain, 1980, pp. 1–47). The study further found that the curriculum privileges Islamic and Arab cultural content more than local Bruneian sociocultural realities, and that morphology and learner differentiation remain comparatively underdeveloped. Accordingly, the study recommends strengthening skill balance, redesigning morphological progression, and expanding the representation of local cultural context in accordance with contemporary principles of materials development (Tomlinson, 2012, pp. 143–179).
Achmad Yani (Tue,) studied this question.