Introduction
Fatma Ali Hassan Al-Aswad is an English teacher and Quran instructor for non-Arabic speakers from the Arab Republic of Egypt. She supports fellow educators in studying pedagogical subjects, including Philosophy of Education. She experienced FIRSTedu-ADLX Framework through a learning journey organized by SeGa Group, where she found it a practical and learner-centered framework for designing impactful learning journeys.
To Ms. Fatima, teaching Philosophy of Education was really challenging. The participants—female pre-service teachers—felt intimidated by the subject, perceiving it as overly theoretical, complex, and disconnected from their practical reality as educators. They struggled to see how the philosophical concepts could apply to real classroom practice.
To address this, she designed and facilitated an Active Deep Learner eXperience (ADLX) for a group of 10 to 15 female teachers in their early twenties from various backgrounds in Egypt. The experience honored their diverse personalities, skills, fears, and aspirations. Non-synchronous activities were offered beforehand to prepare the participants for the synchronous sessions. Each participant selected a personal title to use throughout the journey, strengthening a sense of identity and belonging. The synchronous activities were executed sequentially and cooperatively, with strong participant engagement that fostered trust and interaction.
Learning Design Overview
FIRSTedu-ADLX Framework was chosen for its ability to create an Active Deep Learner eXperience rooted in the learner’s context and needs. It helped transform the subject from dry theory into a vibrant, relevant, and engaging Learner eXperience.
Learning Outcomes
- Attitude:
o To adopt the Islamic philosophy of education and appreciate its educational impact.
o To reduce fear and resistance toward the subject of philosophy.
- Skills:
o To connect educational theories with real classroom situations.
o To apply tools for identifying and engaging with creative learners.
- Knowledge:
o To distinguish between major educational philosophies (Idealism, Realism, Pragmatism, Islamic) and their implications for teaching.
The journey began with non-synchronous readiness activities, followed by structured synchronous sessions. Each major topic was facilitated using the RAR model, with a strong emphasis on practical application—especially regarding identifying and supporting creative learners.
Learning Activities Using the RAR Model
During synchronous sessions, the RAR model was applied clearly and effectively:
- Readiness Stage:
Participants were invited to reflect on their previous experiences with theoretical subjects and write a word representing their feelings toward philosophy. They also chose self-representative titles, which helped establish a safe and inviting environment.
- Facilitation Stage:
Each group explored one educational philosophy through drawing, dialogue, or role-play, allowing for multiple learning styles to be engaged and encouraged.
- Reviewing Actively:
Following each activity, participants shared what surprised them, what changed in their understanding, and how the philosophy could be applied in class. Some shared concrete applications they had implemented after the session, reinforcing the real-world relevance of the learning.
Applying the Five Domains of FIRSTedu-ADLX Framework
F – Focusing on Learner Behaviors
Individualization was promoted through the personalized titles, while continuous follow-ups helped track progress. Learners led some sections, which reinforced trust and ownership.
I – Interacting within Positive Group Dynamics
The sessions were infused with joy and connection through light humor, motivational notes, and inclusive group conversations. These strategies fostered a strong team spirit and maintained learner attention.
R – Reviewing Activities within RAR Model
Each learning activity was designed and implemented using the RAR model. The Reviewing Actively stage was consistently integrated, enabling deep reflection and consolidation of learning.
S – Sequencing within the Learner eXperience
Philosophies were introduced progressively—from simpler to more complex ideas. A variety of tools (dialogue, drawing, role play) were used, and key ideas were repeated in creative ways.
T – Transforming Learning into Performance
Each session was concluded with an activity in which learners connected the concepts they learned to real life. Connection to reality happened as well in the reviewing actively stages.
Conclusion and Reflection
After two months of applying the lessons learned in real classrooms, participants reported improved student engagement. They highlighted how adopting Islamic philosophy and properly addressing creative learners enhanced classroom performance.
The journey had a notable impact on participants—they shifted their perception of philosophy from a rigid academic subject to an inspiring educational vision. Their fear and apprehension diminished. As a facilitator, I witnessed my learners’ deep transformation, and I believe that the FIRSTedu-ADLX framework had proved to be a practical and powerful roadmap. I now look forward to applying it to other educational subjects and extending this spirit of learner-centered transformation to wider communities.