The quality of educational environment standards and their impact on meeting academic accreditation requirements at the Institute for Teaching Arabic to Non-Native Speakers at the Islamic University of Madinah from the perspective of faculty members

The research aims to identify the quality of the elements of educational environment standards at the Institute for Teaching Arabic to Non-Native Speakers at the Islamic University of Madinah. To achieve this objective, the researcher employed a descriptive methodology to assess the quality of the human, material, and organizational elements of the educational environment at the Institute from the teachers' perspectives.
    The study yielded several findings, the most significant of which are that the educational environment standards are considered (moderately good) and (influential) in meeting the requirements for academic accreditation at the Institute for Teaching Arabic to Non-Native Speakers at the Islamic University of Madinah. Additionally, the standards of human elements are regarded as (good) and (influential) in fulfilling the requirements for academic accreditation, while the standards of material elements are viewed as (moderately good) and (influential). Furthermore, the standards of organizational elements are also seen as (good) and (influential) in meeting the academic accreditation requirements.
    The researcher provided a set of recommendations, the most important of which are :developing suitable programs to nurture and motivate gifted students, encouraging language learners to participate in planning student activities, implementing various and appropriate mechanisms to support the adaptation of new learners to the local community, continuously improving the quality of prescribed textbooks, and establishing a comprehensive risk management plan to ensure the continuity of education during crises and emergencies.
 
    Keywords: educational environment, academic accreditation, Institute for Teaching Arabic to Non-Native Speakers.