This research aims to evaluate the content of the newly developed reading textbooks used for the second level at the Islamic University's Institute of Arabic Language Teaching for non-native speakers. The study is particularly significant as it addresses the need to assess the curriculum's quality in light of previously identified shortcomings in the older curriculum, which was found to lack key quality standards for textbook content, presentation, and instructional activities. The problem stems from the researcher's personal experience teaching reading at advanced levels, where students frequently struggled with the difficulty and unfamiliarity of words and concepts in the new materials. This led to significant classroom time being spent on clarification rather than skill development. Previous studies on the old curriculum highlighted the absence of minimum quality standards, and since a new, updated curriculum has now been implemented without prior descriptive evaluation by specialists, this study becomes crucial. The research will answer three main questions: What are the criteria for a high-quality curriculum? To what extent do the new reading textbooks for the four advanced levels meet these standards? And, what is a proposed framework for improving the content of these books based on quality standards? The objectives are to determine the suitability of the new content, identify difficult vocabulary, emphasize the importance of quality standards in teaching Arabic as a foreign language, and ultimately, assist both students and teachers by providing a framework for creating more effective and user-friendly reading materials. The findings will contribute to the field of teaching Arabic to non-native speakers by offering a critical evaluation of a government educational institution's curriculum and providing a practical model for future textbook development.

Curriculum Evaluation, Reading Textbooks, Arabic as a Foreign Language (AFL), Quality Standards, Non-native Speakers