Abstract
This study addresses the profound transformation of Arabic language learning due to the proliferation of social media platforms. Arabic education has shifted from traditional settings to a dynamic, multimodal, and participatory digital ecosystem, necessitating a critical investigation into its impact. The primary goal is to comprehensively investigate the influence of social media on all Arabic literacy skills (reading, writing, listening, and speaking) and to critically examine the epistemological, pedagogical, and sociocultural implications of these digital environments. This research employs an extensive qualitative literature review supported by thematic content analysis to systematically identify both the affordances and risks of digital platforms in Arabic education. The study identifies key pedagogical affordances such as authentic linguistic exposure, multimodal interaction, and learner-driven participation alongside critical risks, including misinformation, shallow learning, and digital distraction. Based on these findings, a pedagogical model for integrating social media into Arabic education is proposed, emphasizing the necessity of critical literacy, guided instruction, and digital ethics. This model offers deeper conceptual grounding and provides actionable recommendations for educators and policymakers seeking to optimize digital platforms for robust Arabic literacy development.