Arabic language learning, in Indonesia, is commonly addressed to those with Islamic Religion. However, there are several problems associated with learning this language in higher education institutions due to the mandated rule that students can learn it, irrespective of their religion. This research aims to reveal the institution's strengths, weaknesses, opportunities, and threats since the inclusion of the Arabic language in the higher educational institution's curriculum. A qualitative approach was conducted in this research equipped with the data sources of students, lecturers, and policy documents related to the curriculum establishment. The collected data were classified, presented, and interpreted before concluding. The result showed that the institution's strengths are the availability of lecturers with excellent Arabic language competences as well as a language and study center. In addition, by teaching Arabic, it creates more job opportunities for graduates. Meanwhile, the institution's weaknesses are lecturers' language incompetence in certain fields, which vary from different study programs or faculties. Furthermore, due to the location of the four different regencies, students from regencies are unable to utilize the provided facilities. In addition, the institution is faced with the possibility of losing prospective students that do not understand Arabic transcriptions.

The use of the LMS is expanding and progressing in accordance with the digital learning procedure that has been going on for more than a year. We as teachers face the problem of Arabic learning platform. Amidst the various LMS available, the Padlet platform provides the most advantage, hence an engaging, expressive, and unique learning approach. This study illustrates that this Padlet is very suitable for use in LMS Arabic Language Learning in Higher Education because the Padlet has Complete Features, starting from preparation, the learning process to evaluation, everything is in the Padlet which is easily accessible so that learning is planned and the results are maximized.

The ability of human resources to utilize technology in each of their activities is a competency needed in the era of society 5.0. Meanwhile, Islamic educational institutions in Indonesia in general are slow in responding to changes and developments, so the readiness of human resources in Islamic educational institutions in welcoming the era of society 5.0 is very worrying. Therefore, this study aims to reveal how human resource management is carried out in Islamic educational institutions in Indonesia. The study was conducted using qualitative methods. Data were collected from three types of Islamic educational institutions, namely traditional, modern and integrated educational institutions. These three types of institutions represent all types of Islamic educational institutions in Indonesia. Data were collected by observation, interviews, as well as documentation studies. Data were analyzed through interactive techniques. Based on the results, first, traditional Islamic educational institutions have an istiqamah attitude in carrying out existing and natural management, so as not to give special treatment to human resources in welcoming the era of society 5.0. Second, modern Islamic educational institutions apply TQM in preparing human resources to welcome the era of society 5.0. Third, integrated Islamic educational institutions accommodate the changes while still relying on instilling student morals. These three types of Islamic educational institutions have different responses in welcoming the era of society 5.0 showing the existence of Islamic educational institutions to welcome the era.