Overview of the Learning Journey and Learner Persona
In Istanbul, Turkey, Ms. Amani Mohieddin Costantine, a graduate in Economics with a specialization in Accounting, facilitated a rich, Active Deep Learner eXperience for a group of adolescent girls aged 15 to 18. Ms. Amani, who has enriched her path as a facilitator through various learning journeys such as “Industry of Influencers,” “Zad Academy,” and “Systematic and Intellectual Development,” currently contributes to an educational initiative that adopts an interactive curriculum on the prophetic biography under the title Uswah Hasanah. She was introduced to the FIRSTedu-ADLX Framework during a learning journey facilitated by SeGa Group. This enabled her to design an interactive experience titled “Ramadan Transforms Me,” aiming to prepare participants mentally, emotionally, and practically for the sacred month.
The participants initially lacked clarity on how to spiritually and practically prepare for Ramadan. This resulted in weak planning, diminished enthusiasm, and a missed opportunity to engage deeply with the season. Early responses revealed that Ramadan was viewed in superficial terms—associated with food, rest, and desserts. In response, Ms. Amani designed this learning journey to nurture emotional awareness, ignite reflection, and activate practical readiness for a transformative Ramadan.
The group consisted of 13 female high school students with similar backgrounds, living in a supportive environment in Istanbul. They had access to technology and modern learning tools, which allowed the experience to integrate video-based learning, reflective dialogue, and hands-on creative activities in a safe, interactive setting.
Learning Design Overview
Ms. Amani chose the FIRSTedu-ADLX Framework for its holistic nature—uniting psychological, spiritual, and practical elements. Compared to traditional methods, this framework provided a flexible yet structured roadmap for designing a coherent session centered on the learner and anchored in deep, lasting impact.
Core Learning Outcomes:
Attitude:
- To feel the spiritual magnitude of Ramadan.
- To appreciate Allah’s mercy in granting us this blessed month.
- To sense the heart-awakening effect of Quranic reflection.
Skills:
- To prepare a balanced plan for worship and productive action.
- To complete a reflective recitation (khatmah) of the Qur’an.
- To overcome a negative personal habit.
Knowledge:
- To recall the virtues of Ramadan.
- To identify priorities of worship in the month.
- To explain the importance of reflecting on the Qur’an.
Parallel Learning Outcomes:
- Attitude: To value teamwork and collaboration.
- Skill: To develop manual and artistic skills.
- Knowledge: To recognize the importance of managing and respecting time.
Performance Outcome:
To actively optimize the month of Ramadan through committed worship, voluntary work, and meaningful behavioral transformation.
The journey unfolded across seven structured activities during a single in-person learning session. These included synchronous learning moments based on direct engagement: interactive games, analytical discussions, reflective prompts, practical planning charts, and creative art-making. The session was sequenced logically—from emotional and intellectual readiness, to active learning and analysis, to artistic reflection and expressive closure. This structure helped maintain energy and focus, while the variety of tools prevented monotony.
Learning Activities Using the RAR Model
The learning journey included multiple activities structured around the RAR model.
🟪 Readiness Increase
The session began with a pre-session WhatsApp message: “How are we preparing for the coming of Ramadan?” This was followed by a live warm-up using a ball-toss activity where each student answered: “What does Ramadan mean to you—in one word?” The open and inclusive tone invited honest responses—ranging from “sleep and rest” to “Qur’an,” “mercy,” and “prayer.”
Participants were then asked: “Why are we talking about Ramadan before it arrives?” This sparked reflections on the importance of spiritual preparation and the idea of treating Ramadan like a precious guest—one that deserves early mental and spiritual readiness.
A short video was then shown, featuring a young woman who fasted before even officially embracing Islam. Her story centered on heartfelt reflection, supplication, and the merciful nature of Islam. Participants were invited to guess the reason behind selecting this video, triggering deep emotional engagement and stirring reflections on identity and transformation.
An additional readiness tool was used: problem-solution cards. These cards featured real-life spiritual struggles such as difficulty waking for night prayer or failing to commit to daily remembrance. Each student could choose to answer the card themselves or redirect it to a peer, creating a safe, peer-supported space to surface personal barriers.
🟨 Activity Facilitation
The central learning activity was a video-based team challenge. Students watched a second video filled with ideas for spiritual and behavioral transformation in Ramadan. They worked in two groups to extract and organize the ideas into categorized action plans—framing Ramadan as:
- A training camp for emotional self-regulation, patience, and health.
- A season to protect one’s time and energy from “thieves” like social media and excessive chores.
- A three-step plan (Flaw – Goal – Strategy) for addressing specific weaknesses.
Ms. Amani facilitated the process by managing time (30 minutes), encouraging creativity, and prompting deeper analysis. Students prepared practical charts and presented their findings using formats like mini-facilitation and role play.
🟧 Reviewing Actively
To solidify learning, students were guided through a reflection segment with questions like:
- What impact did this activity have on you?
- What will you do differently because of it?
- How will you prepare emotionally and spiritually for Ramadan?
Students expressed strong commitment to change: planning Qur’an recitations, minimizing distractions, enhancing health, and designing custom spiritual schedules. Many identified time-wasting habits—especially media consumption—and resolved to gradually shift their behaviors.
The Five FIRST Domains in Action
F – Focusing on Learner Behaviors
Ms. Amani treated each student as a unique learner. She repeated their contributions, validated their ideas, and used preferred strategies like video prompts and reflection cards. Open-ended questions and peer facilitation allowed for diverse thought and ownership of learning.
I – Interacting within Positive Group Dynamics
Dividing students into groups cultivated collaboration. They creatively presented outcomes through skits and shared facilitation. A safe, humorous atmosphere encouraged open sharing of struggles without judgment. Verbal praise and moment-to-moment encouragement kept engagement high.
R – Reviewing Activities Using RAR
The RAR model structured the flow of learning. Emotional, cognitive, and physical readiness was built through questions and media. During facilitation, learners explored real-life problems and connected them to goals. Reviewing included verbal reflection, collective summarizing, and personal action planning.
S – Sequencing and Flow of the Journey
The journey progressed seamlessly. It began with personal meaning (“What does Ramadan mean to you?”), moved through collective reflection, video analysis, application, and ended with creative expression and spiritual commitment. Repetition was built in through varied formats: discussion, drawing, reflection, and goal setting.
T – Transforming Learning into Real Performance
Every learner designed a Ramadan transformation chart grounded in her own struggles and aspirations. Problems were not theoretical—they were voiced, supported, and addressed in group settings. Students expressed intent to display their charts at home as visual reminders. The session planted seeds of real, sustainable change.
Conclusion and Reflection
Impact on Learners
Participants left the session feeling inspired, prepared, and united. They referred to it as a “turning point” and a “heart-opener.” Several shared post-session reflections expressing hope, resolve, and gratitude. There was a strong sense of agency: “I finally feel like I have tools—not just feelings.”
Impact on the Facilitator
Ms. Amani described the FIRSTedu-ADLX framework as a roadmap that transformed how she plans and facilitates. She shifted from a content-centered mindset to a learner-centered journey. The framework helped her integrate spirituality, planning, emotional safety, and joy into one coherent experience. She now views learners as souls in need of space, not just minds in need of information.
Impact on the Community
Although this journey was delivered to a small group, Ms. Amani hopes its ripple effects reach families and peers. She envisions repeating the experience with other groups of teens. Her ultimate hope is that each learner becomes a source of change in her own circle.
In closing, she offers her gratitude to the FIRSTedu program and her co-facilitators, praying the impact extends beyond the session and into lives—changing hearts before changing habits.