Introduction
Dr. Ahmed Nasr Abdel-Geed Mahmoud Al-Ramhi is a teacher of the Qur’an and its recitations, and an instructor of Islamic sciences, including jurisprudence (fiqh), creed (ʿaqīdah), and preaching (daʿwah). He is from the Arab Republic of Egypt, specifically from Marsa Matrouh Governorate.
Dr. Ahmed holds a Bachelor’s degree in Commerce from Alexandria University, in addition to a Master’s degree in Islamic Preaching & Leadership, a Master’s degree in Arabic Language, and a Ph.D in Fiqh and its Principles.
Through his work with youth, he eXperienced FIRSTedu-ADLX Framework and began applying it within his daʿwah programs, seeking more effective approaches to attract young people toward righteousness.
The challenge the participants were facing was a sense of spiritual complacency and distraction from the path of uprightness, influenced by surrounding factors that weakened their religious commitment. This clearly affected their spiritual emotions and practical behaviors, with signs of regret and confusion evident in their actions. Consequently, they needed an intentional and thoughtful intervention to revive their inner motivation.
This journey targeted a group of 15 male youth from secondary school and university levels. The sessions were held in a modest social environment, but, with the use of simple impactful educational tools, they were effectively implemented. The participants were diverse in their academic disciplines; however, interaction and discussion were rich throughout the sessions.
Learning Design Overview
The FIRSTedu-ADLX framework was chosen because it closely aligns with the nature of preaching that touches hearts and minds. It combines depth with interactivity, respects the learner’s personality and diversity, and provides practical tools for preparation and facilitation.
Learning Outcomes
- Attitude:
- To sense the danger of deviation.
- To feel regret for the distance traveled on the wrong path.
- To recognize their role in guiding others.
- Skills:
- To correct past mistakes by returning to the right path.
- To identify and overcome obstacles.
- To explore ways of guiding others and spreading upright values.
- Knowledge:
- To understand the dangers of straying from the straight path.
- To identify reasons behind deviation and its surrounding barriers.
The learning journey spanned four weekly sessions, each lasting between one and one and a half hours. The sessions were characterized by a variety of activities and a logical sequence of concepts—from awareness of the danger to charting the return. The program included interactive activities, spaces for reflection, and practical motivators.
Learning Activity Using RAR Model
In one of the learning activities, Dr. Ahmed initiated the session with a provocative question to spark curiosity about how participants recognize the dangers of deviation (Readiness Increase). During the Activity Facilitation stage, participants interacted actively and deduced answers while the facilitator encouraged them to provide real-life examples, offering praise and symbolic rewards. In the Reviewing Actively stage, participants reflected on the experience: “What did you gain from this activity? How can you benefit from this learning in the future? What is your next step?” These questions prompted deep thinking and encouraged them to translate learning into tangible actions.
The Five Domains of FIRST-ADLX Framework
- F – Focusing on Learner Behaviors:
The facilitator used participants’ names and academic fields to build personal rapport. He encouraged their participation and inquiry, helping them feel valued in the learning process. - I – Interacting within Positive Group Dynamics:
“Balancing between Pull and Push” was used to stimulate idea-sharing. A symbolic activity demonstrating the shift from darkness to light enhanced emotional and interactive engagement. - R – Reviewing Activities – RAR Model:
All three RAR stages were respected—from mental, physical, and emotional readiness, to dynamic facilitation, and finally to reflective review stage that included meaning-making and planning. - S – Sequencing within the Session Flow:
The main idea was introduced through three interconnected questions: Why return? How to return? What are the guiding signs? The transition between questions was seamless, with each answer naturally leading to the next. Obstacles were presented in a logical sequence, each tied to an appropriate solution. - T – Transforming Learning into Real Performance:
The journey had tangible outcomes. Some participants joined Qur’an memorization circles, abandoned negative habits such as listening to music, committed to regular prayer, joined Islamic study circles, and began guiding others toward uprightness.
Conclusion and Reflection
Applying FIRSTedu-ADLX Framework had a profound impact on the facilitator. He came to appreciate the importance of varied methods, real interaction, and reviewing actively. The framework also helped overcome time constraints, enabling deep learning without boredom.
As for the learners, they felt the journey was different. Fathy expressed profound benefit, while Abdullah said, “We didn’t feel the time pass because you weren’t the only one talking.” Youssef commented, “We always hear such things, but now it’s more impactful because it touched reality.” Abdel-Rahman added, “An excellent session—realistic and suitable for everyone.”
This impact also extended to the community, as participants became more eager to guide others, participate in study circles, and raise real-life challenges for discussion.
In conclusion, Dr. Ahmed extends his gratitude to FIRSTedu-ADLX Framework, to the organizers of Introductory Journey, and to everyone who contributed to this success. He prays that the effort is accepted and beneficial to all.