This study examines the sociolinguistic approach based on Kitābun Marqūm developed in order to improve Arabic digital literacy among university students. Using an explanatory sequential mixed methods design, quantitative data related to learning gains were collected through a quasi-experimental pre-test–post-test control group design, which was then followed up with a qualitative inquiry in order to explain and contextualize the statistical findings. Quantitative results showed that the students who are taught using Kitābun Marqūm's sociolinguistic approach make significantly better gains in digital literacy than those learning through a non-sociolinguistic approach, as shown by t-test and N-Gain scores. Qualitative results demonstrate that the CAF (complexity, accuracy, fluency) gains were due to sociolinguistic awareness, use of digital Arabic texts, and contextualized meaning-making, and indicate limitations related to technology infrastructure and access. Instead of advocating a one-size-fits-all model, the study promotes a context-specific pedagogical approach referred to as Sociotechnical Arabic Literacy (SAL), which encourages sociotechnolinguistic and digital technology literacies and uses AI-supported solutions that aim not only at fostering an informed understanding and critical use of digital media in Arabic but also at promoting a broader sociopolitical awareness of the world. The findings add to the emerging discussion on sociotechnical aspects of language learning in digitally enhanced ecologies.