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Purpose This research aims to describe the categories of Arabic language learning content developed by Generation Z Arabic language lecturers on the TikTok platform; to analyze the digital pedagogical design represented through material presentation strategies, media design, and pedagogical orientation in Arabic language learning content on TikTok; and examine the role of Generation Z Arabic language lecturers as educators and digital pedagogical designers in informal digital learning spaces. Methodology. This study uses a qualitative methodology and is designed as a descriptive case study. A total of 100 Arabic language learning videos were uploaded to conduct this research. Data was collected through non-participant observation of digital content. Thematic analysis, a framework for qualitative content analysis, was used to analyze the data. The analysis was conducted in stages and repeated until consistent and relevant conceptual themes were found to explain the digital pedagogical design techniques used by Arabic language lecturers on TikTok. Findings. The research findings indicate that the Arabic language learning materials on the platform can be categorized into several main categories, including language skills development, presentation of vocabulary and formal expressions, and reflection on pedagogical strategies. The research findings indicate that microlearning strategies, language contextualization, and multimodal learning design were consciously used to create the content. These strategies reflect a communicative and constructivist pedagogical orientation. Implications for research and practice. The research findings indicate that social media, particularly TikTok, can serve as an important space for learning Arabic. They also show that they can contribute theoretically to the development of digital pedagogical research and practically to educators in designing Arabic language learning that aligns with the characteristics of Generation Z.