Introduction
About the Facilitator
Dr. Najia Abdeljabbar Khabzi is a certified trainer and educational supervisor at Dar Al-Imam Malik for Prophetic Hadith, an institution dedicated to education through the Holy Qur’an, the Prophetic Sunnah, and Islamic scholarly texts. She specializes in Tafsīr and Qur’anic Sciences and works in Algeria, in the Wilaya of El-Oued.
The learning journey in which she experienced the FIRSTedu framework came as an extension of her educational path, which is grounded in linking the Qur’an to real life and transforming tadabbur into a lived Learner eXperience that goes beyond reception toward heartfelt and behavioral impact.
Learner Context
The journey brought together a group of university students, teachers, and educated women. All participants were female and shared a common desire for learning and spiritual growth through the Qur’an. The number of participants reached thirty learners, with diverse ages and levels of experience, which enriched interaction and the exchange of perspectives throughout the journey.
Introduction to the Implementation Story
The learning journey designed and facilitated by Dr. Najia began with reflecting on the Prophetic hadith that mentions two great lights: Sūrat al-Fātiḥah and the concluding verses of Sūrat al-Baqarah, from which no letter is recited without being granted its reward. This spiritual entry point opened the way to uncovering the lights of Surah Al-Fātiḥah through its tadabbur, sensing its meanings, healing hearts through it, and then attempting to translate these meanings into the reality of prayer and daily life.
The journey was not a traditional Tafsīr session; rather, it was an Active Deep Learner eXperience centered on a surah that is repeated day and night, yet requires presence of the heart, renewal of intention, and a shift in perspective.
Learning Design Overview
Main Learning Outcomes
By the end of this journey, each learner was able to:
Attitude Learning Outcomes:
- Sense the greatness of Allah and the value of the Holy Qur’an.
- Appreciate the importance of tadabbur of Surah Al-Fātiḥah as a source of light, healing, and guidance.
Skills Learning Outcomes:
- Practice conscious remembrance of praise (ḥamd) during and after prayer through repeated reflection on Allah’s blessings and contemplation of His attributes, perfection, and greatness.
- Achieve deeper khushū‘ in prayer by internalizing the meanings of the surah and attentively listening to Allah’s response.
Knowledge Learning Outcomes:
- Identify meanings of Qur’anic verses and recognize the divine attributes mentioned in the Qur’an.
- List the names of Surah Al-Fātiḥah and describe its main themes.
Parallel Learning Outcomes
On the attitudinal level, learners developed confidence in their ability to memorize and learn. On the skills level, they strengthened their commitment to attending Qur’anic gatherings. On the knowledge level, they became familiar with the experiences of others in memorizing the Qur’an.
Performance Outcomes
The performance outcomes were reflected in maintaining consistency in memorizing and contemplating the Qur’an, and achieving more sincere khushū‘ in prayer, particularly when reciting Surah Al-Fātiḥah.
The Learner eXperience and Using the RAR Model
The journey began with a moment of connection around a teapot, accompanied by nuts and sweets. Friendly conversations about various topics helped break barriers and establish a sense of comfort and reassurance. The group then transitioned smoothly into the learning activity, beginning with the recitation of Qur’anic verses that describe the Qur’an as healing, light, and spiritual treatment.
A reflective question followed, inviting learners to contemplate what the Qur’an is, the multiple attributes Allah assigns to it in these verses, and the meanings revealed through reflection. Balancing Pull and push and brainstorming were used to reach a conscious engagement with the Qur’an that instilled awareness of Allah’s greatness in the heart.
This was followed by the recitation of Surah Al-Fātiḥah by one of the learners, then attentive listening to the explanation of its verses. A learning activity based on the FIRSTedu-ADLX framework was then facilitated, followed by time for lunch and prayer. Another activity followed, centered on the story of a Qur’an memorizer, then assessment for learning, before concluding the journey with evening adhkār.
The journey ended with a collective commitment to pray with presence and humility, to contemplate Surah Al-Fātiḥah, to recognize Allah’s ever-renewed blessings within it, and to remind ourselves to be among those upon whom Allah has bestowed His grace.
RAR Stages
Readiness Increase:
The journey took place following an invitation to the desert from a Qur’anic school where the facilitator meets with teachers(participants) weekly. This context provided an opportunity to design a circle that combined relaxation and learning. Preparations were made a week in advance, ensuring learners’ comfort and providing elements of enjoyment and tranquility. The group sat on mats spread over the sand, with a small whiteboard, pens, and papers prepared, alongside clear explanations of expectations for each activity.
Learners were divided into groups, each choosing a name from the Mothers of the Believers. In each group, one learner was selected as the writer and spokesperson. A reflective question was posed: What comes to your mind when you recite the verse “All praise is due to Allah, Lord of all worlds”?
Activity Facilitation:
The facilitator moved among the groups, listened to their reflections, ensured clarity of tasks, supported those who needed guidance or inspiration, and maintained continuous encouragement and motivation.
Reviewing Actively:
After the activity facilitation, group representatives shared their collective reflections. The group then engaged in discussion, during which ideas were summarized, reflected upon, and enriched with additional contemplations. This process helped deepen meaning and connect tadabbur with inner awareness and behavior.
Applying the FIRSTedu-ADLX Domains
Focusing on the Learner
Learners were welcomed and relationships were intentionally built between the facilitator and every single learner, particularly as the group included both familiar faces and first-time participants. The tea gathering served as a gateway to connection, with attentive listening to each individual. During activities, learner responses were acknowledged, participation was encouraged, every contribution was valued, and motivation was continuously reinforced.
Interacting within Positive Group Dynamics
Group-based work, warm interactions, shared discussions, and collective play were central to the journey. These practices strengthened feelings of safety and belonging, transforming learning into a warm and socially engaging Learner eXperience.
Reviewing Activities within RAR Model
Readiness was established through prior preparation, clarity of expectations, and an appropriate environment. Activity facilitation relied on the facilitator’s observation, listening, and encouragement. Reviewing Actively then took place through dialogue, summarization, reflecting on learning, and linking insights to real life, rather than merely presenting outcomes.
Sequencing within Learner eXperience
The journey progressed from introductions, to an opening activity, listening to Tafsīr, a learning activity, a shared meal, followed by another learning activity, an energizer, a cooperative activity, and finally a closing activity. Throughout this flow, clarity of instructions, availability of materials, cultivation of warmth and enjoyment, and achievement of learning outcomes were carefully considered.
Transforming Learning into Real Performance
After listening to the Tafsīr, each learner was invited to bring these contemplative meanings into her prayer, imagining herself in dialogue with Allah, focusing on the verse of praise, and reflecting on a new blessing each time it is recited. In subsequent meetings, the facilitator followed up by asking learners about the impact of this tadabbur on their prayers, encouraging continuity and applying the same approach to other surahs.
Impact and Reflection
Impact on the Facilitator
Typically, the facilitator would feel exhausted after facilitating sessions. However, this journey was different; she experienced enjoyment and ease. Instruction was minimal, learners carried most of the work, and her role was primarily observation and facilitation.
Despite initial concerns about facilitation with a group diverse in age and level, the outcome was remarkable. All participants enjoyed the journey, began contemplating Surah Al-Fātiḥah, and many experienced a shift in their perception of the Qur’an—especially among the teachers (participants) she meets weekly.
Impact on the Learners
Learners did not feel they were attending a conventional lesson. Instead, they experienced a gathering of tadabbur and reflection, enhanced by the setting and atmosphere. In subsequent sessions, they continued to share the results of their contemplation, and their eagerness to deepen their understanding of tadabbur continued to grow.
Impact on the School or Community
Work on broader impact within the school is still ongoing, as this level of transformation requires more time to manifest fully.
Conclusion
The facilitator concludes this story with gratitude, hoping that this impact will extend to all teachers, serving as a means to build a generation that is connected to the Qur’an, contemplative of its meanings, and capable of transforming them into lived behavior and practice.