The increased use of digital technologies in career and educational fields has amplified the need to redefine Arabic for Specific Purposes (ASP) curricula so that digitally literate students are systematically integrated into instruction. Drawing on English for Specific Purposes (ESP) theory, digital literacy frameworks, and sociocultural approaches to learning, this theoretical paper proposes a pedagogical model for integrating digital literacy into ASP coursework in higher education. Needs analysis, discourse authenticity, and purposeful language use—central to ESP—provide a structured approach to align digital practices with learners’ professional and disciplinary communication needs. Digital literacy is conceptualized not merely as technical skill but as the capacity to access, assess, create, and express specialized knowledge through digital media. Sociocultural theory further positions digital tools as mediational resources that scaffold interaction with specialized Arabic genres. The framework identifies key curriculum dimensions, including needs-based digital task design, genre-oriented instruction with authentic online texts, and development of productive and critical digital practices. Pedagogical challenges such as misalignment of tools and objectives, unequal digital competence, and overreliance on receptive skills are addressed. The model offers a principled structure for curriculum design, teacher training, and program quality enhancement. Future research directions include empirical validation and digital integration studies.