This study explores the challenges of integrating digital resources in teaching Arabic language components, particularly in light of rapid technological advancements, which require effective management of these resources in planning, implementation, and evaluation. It highlights the necessity for teachers to acquire advanced digital skills to achieve technological competence, whether through training in educational centers or continuous self-directed learning. The study aims to promote the use of digital resources in interactive Arabic language classrooms, where learners take an active role in knowledge construction, thereby enhancing their motivation. By analyzing educational documents advocating digital integration, the study examines ways to develop digital competence for both teachers and learners. Additionally, it includes a practical application through a pedagogical scenario for teaching narrative texts (common core scientific track, secondary level), proposing a framework to improve educational and practical understanding of Arabic language components using digital tools.