النظام البيئي التربوي المتكامل: نموذج عادة التعلم في التغلب على فجوات الكفاءة اللغوية في معهد الجامعة

Abstract

This study highlights the issue of disparities in language proficiency among students from different academic programs, revealing systemic challenges in managing language learning within higher education institutions that implement residential campus systems. The research examines an integrated educational framework that combines academic instruction with residential supervision to create a comprehensive and practical language learning environment. Using a qualitative descriptive approach, this study explores how a university institute designs a language program that not only delivers linguistic knowledge but also cultivates language habits through daily residential activities. The findings identify three primary mechanisms within this system: first, adaptive learning adjustments that accommodate diverse educational backgrounds while maintaining clear competency standards; second, the integration of structured instruction with real-life experiential learning through a “language environment” program embedded in students’ daily routines; and third, the strategic role of residential leaders in reinforcing sustainable linguistic social norms. The study demonstrates that the integration of academic and supervisory dimensions significantly enhances language proficiency and supports students in applying their language skills beyond formal classroom settings. This model has important implications for strengthening language program management through interdepartmental collaboration, continuous monitoring systems, and lecturer capacity development as key agents of change within the educational ecosystem.