The world is advancing rapidly with technological developments, but are students majoring in Arabic language education accept these advancements? Are they maximizing the use of available technology, or even actively involved in its creation? This article explores the utilization of technology in Arabic language learning by university students. This article used qualitative phenomenological approach, where the researchers found out the data by interviews the students though this phenomenon. The results were the article maps out the types of technology used, students’ perspectives in positioning technology, and the challenges they face. Various technologies such as learning applications, online platforms, and social media are utilized by students to enhance their Arabic language skills. They position technology as a source of learning, a tool in the teaching process, and as an evaluation tool to measure their proficiency levels. However, challenges such as limited access and content accuracy still exist. Students hope for further development in Arabic language learning technology to support their education. In conclusion, the use of technology has helped improve students’ Arabic language skills, but challenges and hopes for further development remain.