Introduction
About the Facilitator
Sultan Al-Idrisi is a specialist in youth workforce development and learning facilitation from the Kingdom of Saudi Arabia, based in Jeddah. He empowers those in the youth development sector through training and capacity building. By facilitating professional enhancement programs, he helps institutions and initiatives transform their approach to youth engagement.
He experienced the FIRSTorg-ADLX framework during his professional journey in designing and facilitating learning journeys, and he found it to be a structured approach that supports shifting from content delivery to designing an integrated Learner eXperience that places the learner at the center.
The Challenge
The main challenge facing participants—youth workers and those interested in working with youth—was the gap between theoretical knowledge about youth developmental characteristics and daily professional practice. While many participants had field experience, their practices were not always grounded in a structured developmental and behavioral understanding. This sometimes led to misjudgment of situations or the use of communication approaches that were not aligned with youth characteristics. As a result, the quality of interaction with youth and the effectiveness of youth programs were affected.
Participant Context
The learning journey was conducted in Jeddah, Saudi Arabia, and targeted twenty participants working or interested in working with youth. Their professional backgrounds varied across youth institutions and initiatives, yet they shared a common goal: enhancing their professional practices in youth work. The journey was delivered face-to-face and synchronously, supported by pre- and post-activities, and guided by both a facilitator guide and a participant guide, ensuring a well-designed and coherent Learner eXperience.
Learning Design Overview
Why FIRSTorg-ADLX?
The FIRSTorg-ADLX framework was selected because it provides a comprehensive methodology for designing an Active Deep Learner eXperience that goes beyond delivering information to building learning and application. What distinguishes this framework is its focus on every learner, positive group interaction, designed Reviewing Actively Stages through the RAR model, sequencing the activities properly to ensure a smooth flow of the session, and transforming learning into real performance. This integration directly addressed the gap between theory and practice in youth work.
Learning Outcomes
By the end of this journey, the participant were able to:
Attitude Learning Outcomes:
- Appreciate the importance of youth work as a developmental and impactful field.
- Strengthen awareness of professional and ethical responsibility when working with youth.
Skills Learning Outcomes:
- Apply effective communication approaches aligned with youth developmental characteristics.
- Analyze youth-related situations and select appropriate interventions for each case.
Knowledge Learning Outcomes:
- Define the psychological, social, and behavioral characteristics of youth.
- Differentiate between misconceptions and correct practices in youth work.
Parallel Outcomes:
- Strengthen confidence in the ability to work professionally with youth.
- Improve dialogue, listening, and interaction skills.
- Connect foundational theories with field realities.
Performance Outcome:
- Adjust daily professional practices in alignment with the principles of professional youth work.
Learning Journey Summary
The journey was a face-to-face and synchronous session, and it was supported by pre- and post-activities. It began with emotional and conceptual readiness by activating participants’ prior experiences, then gradually moved toward building foundational concepts related to youth characteristics. This was followed by practical applications reflecting participants’ real professional contexts and concluded with linking, summarizing, and identifying future application steps. Diversity in activity types was maintained to respect different learners’needs, energy levels, and attention spans, ensuring smooth sequencing throughout the Learner eXperience.
III. A Main Learning Activity Using the RAR Model
One of the core learning activities focused on analyzing real-life youth situations drawn from participants’ professional contexts.
Readiness Increase
Participants were invited to recall a previous challenging experience they had encountered with a young person. A guiding question encouraged them to reflect on that situation and reconnect with its context. This created a safe reflective space and prepared them mentally and emotionally to engage deeply in the activity. Participants were then divided into small groups and were provided with clear instructions.
Activity Facilitation
Each group discussed and analyzed a real-life situation in light of youth developmental characteristics and the concepts covered during the session. Interaction within the groups was dynamic, with participants exchanging perspectives and interpretations. The facilitation relied on guiding questions that supported deeper analysis without imposing ready-made answers. The discussion focused on understanding the developmental background of youth behavior and identifying appropriate professional interventions for each case.
Reviewing Actively
After the group discussions, participants engaged in structured reflection:
What? They presented the key insights and interpretations they reached regarding the analyzed situations.
So what? They explored how understanding youth developmental characteristics shifted their perception of the behavior and reduced judgmental reactions.
Now what? Each participant identified one practical step they would implement in their professional environment, whether in communication style or decision-making when dealing with youth.
This stage transformed the activity from theoretical analysis into a commitment to practical change.
FIRSTorg-ADLX Domains in Action
F – Focusing on Learner Behaviors
Participants’ characteristics and needs were analyzed before implementation, which informed the design of realistic examples and scenarios aligned with their work contexts. During the journey, a safe space was created for open participation without judgment, and participants were encouraged to share their professional experiences. To ensure learning, the facilitator used a set of guiding questions and reflective dialogue, and he provided the participants with different opportunities to derive conclusions independently rather than receiving direct answers.
I – Interacting within Positive Group Dynamics
The journey incorporated both individual and group activities, fostering peer exchange and collaborative learning. Open dialogue and constructive feedback were encouraged, and all contributions were treated with respect. This positive spirit strengthened engagement and group cohesion, enhancing the overall Learner eXperience.
R – Reviewing Activities within RAR Model
The stages of Readiness Increase, Activity Facilitation, and Reviewing Actively were applied consistently across main activities. Reviewing Actively went beyond summarizing information and focused on meaning-making and practical application, deepening and reinforcing learning.
S – Sequencing within the Learner eXperience
The session followed a clear progression: readiness, conceptual building, practical application, then linking and summarizing. Energy levels and attention spans were considered, and varied facilitation approaches were used to prevent boredom. Each stage was intentionally connected to the previous one to reinforce conceptual coherence.
T – Transforming Learning into Performance
Participants were assigned to apply what they learned within their professional environments and to reflect on individual improvement plans. Real-life applications were discussed collectively, reinforcing accountability and practical transfer. This ensured that learning extended beyond the training room into professional performance.
Conclusion and Reflection
Impact on Participants
Participants demonstrated high engagement and increased participation throughout the journey. Their feedback reflected clarity of concepts and strong relevance to their professional realities. A noticeable improvement appeared in their ability to analyze youth-related situations with greater professionalism and structure.
Impact on the Facilitator
Applying the FIRSTorg-ADLX framework increased the facilitator’s awareness of the importance of designing the Learner eXperience rather than merely delivering content. It strengthened his ability to read learners’ status during facilitation and clearly differentiated this approach from traditional lecture-based practices.
Impact on the Institution and Community
The application contributed to improving the quality of programs offered to youth and strengthening professional practices within youth work teams. This ultimately supports more conscious and effective engagement with youth across different contexts.
In conclusion, applying the FIRSTorg-ADLX framework in the “Fundamentals of Working with Youth” journey created a meaningful Learner eXperience that bridged theory and practice, transformed understanding into action, and contributed to more professional and impactful youth work.