Abstract: In the face of globalization and an increasingly multilingual job market, higher education establishments need to create graduates. These graduates should have not only solid theoretical knowledge, but also the skills to perform well internationally. The Arabic Language Education Program at UIN Ar-Raniry Banda Aceh still has big problems preparing students to contribute globally in areas like teaching, diplomacy, and intercultural communication. Using old-fashioned curricula has stopped the growth of graduates. They should be adaptable, creative, and able to work anywhere in the world. To fix these problems, using Outcome-Based Education (OBE) is seen as a game-changing way to completely change the curriculum. OBE stresses learning results that can be measured and match what employers want. Digital learning, the Merdeka Belajar Kampus Merdeka (MBKM) policy, and active learning methods like Project-Based Learning, Problem-Based Learning, and Content and Language Integrated Learning (CLIL) support it. The OBE curriculum wants to grow graduates who are strong in academics, technology, ethics, and many languages, while also growing leadership and global understanding. This change starts with carefully studying what is needed, creating learning results that are SMART-based, and designing learning modules that are collaborative and fit the situation. Using the OBE–MBKM–Global curriculum structure, the Arabic Language Education Program works to create graduates who are competitive and relevant to the situation. They should be able to do well in international work settings. The curriculum also lets students grow their learning experiences in different institutions and cultures. Besides technical improvements, this change is a big shift in how Arabic language education is given. It encourages a more complete, flexible, and strategic way to handle the problems of globalization and the Industry 5.0 period.
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