About the Facilitator
Sireen Idriss is an early childhood education student from Tripoli, Lebanon. She has worked as a Qur’an and Islamic education teacher for children in mosque-based learning circles, as well as an English language teacher for kindergarten levels in Ahdaf Summer School Camp. Her passion for spiritual and character development led her to experience FIRSTedu-ADLX Framework in two learning journeys (Entry and Introductory) during her teacher preparation years, where she experienced its concepts and domains.
The Learners’ Common Challenge
The learners were eager to grow spiritually and religiously but often felt emotionally and spiritually distant due to the burdens of daily routines and unexamined habits. They needed a space to reconnect with their inner selves and explore the spiritual impact of sin in a positive nurturing environment.
Participant Context
The session took place online with four female university students over the age of 19. These participants were known for their good character, religious commitment, and a sincere desire to improve both spiritually and personally. The virtual format allowed them to join from various locations in Lebanon, and the technology used was accessible and familiar to them.
- Design Overview
Why FIRST-ADLX?
FIRSTedu-ADLX Framework was selected to design a spiritually engaging Learner eXperience that enables inner transformation. Its flexibility and holistic nature allowed the facilitator to create emotionally safe and intellectually stimulating moments of reflection, analysis, and application.
Learning Outcomes
Attitude:
- To feel fear of the heart-darkening effects of sin and seek spiritual purity.
- To deepen love for Allah and increase desire for closeness through repentance and righteous deeds.
- To develop a sense of accountability regarding one’s behaviors and their spiritual consequences.
- To experience peace and serenity through heart-purification practices.
Skills:
- To analyze the effect of sin on the heart and connect it with daily behaviors.
- To apply practical steps for spiritual purification, such as regular repentance and good deeds.
- To self-reflect and assess one’s behavior in relation to spiritual health.
- To make better decisions when facing temptations.
Knowledge:
- To define sin and its spiritual effects from an Islamic perspective.
- To understand the link between sin and spiritual darkness, supported by Qur’anic and prophetic texts.
- To recognize the importance of regret in returning the heart to purity.
- To identify causes for sin and the value of striving against the lower self (nafs).
Parallel Learning Outcomes:
- Attitude: To grow aware of time and build motivation to improve daily habits.
- Skills: To develop problem-solving, analysis, and inference skills.
- Knowledge: To acquire new Arabic vocabulary through interpretation of hadiths.
Performance Outcome:
- To avoid sins and consistently correct them.
Sequence of Activities
The learning journey consisted of a single synchronous virtual session. The activities were sequenced intentionally to move from emotional engagement to intellectual exploration, followed by reflective planning. The flow incorporated storytelling, paired analysis, energizers, metaphor-based learning, and individual commitments to change.
- Opening activity using the stained shirt metaphor to symbolize the effect of sins.
- Learning activity: reading and interpreting prophetic saying (hadith).
- Learning activity: the story of Salma.
- Energizer activity: a word game where each person says a word starting with the last letter of the previous word.
- Learning activity: reading Qur’anic verses and hadiths on repentance (regret) and deriving key ideas.
- Learning activity: returning to Salma’s story to extract solutions.
- Learning activity: “Lifeline Map” where participants visualized their spiritual rescue tools.
- Linking and summarizing activity: creating a concept map summarizing the theme of sins, their causes, and means of correcting them.
- Closing activity: asking participants to commit to one new action to help them avoid or correct sins and share it in the WhatsApp group after the session.
III. One Learning Activity Using RAR
Activity: The Story of Salma
Readiness Stage:
Participants were invited to wear an imaginative “dreamer’s cap,” close their eyes, and relax their minds into a deep state of visualization. This created an emotional opening and readiness to receive the upcoming narrative. The story of Salma was shared via WhatsApp., and one participant in each pair read the story aloud in their breakout room.
Facilitation Stage:
In pairs, learners read the story and answered the question: “What are the minor sins that made Salma’s life dark and bitter?” The facilitator moved between breakout rooms to observe and support. Once back in the main room, learners shared their insights.
Reviewing Actively:
Learners were then asked to revisit the story after learning about repentance (regret). Each participant individually thought of ways Salma could correct her path and then shared their reflections. They expressed strong emotional connection with Salma, noting how the story mirrored their personal lives, making them feel seen and deeply affected.
- FIRST Domains in Action
F – Focusing on the Learner
The facilitator welcomed each participant by name and asked them to introduce themselves. Learners’ responses were repeated and acknowledged warmly. The facilitator also used the participants’ own names and examples, enhancing personalization and trust.
I – Interacting within Positive group Dynamics
Participants were paired into breakout rooms for the story analysis, fostering intimacy and safety. Group discussions followed, encouraging open dialogue about minor vs. major sins and how to correct them, cultivating emotional security and mutual respect.
R – Reviewing Activities within RAR
Mental and spiritual readiness was increased at the beginning of each activity. Learners were monitored, supported, and motivated during the “Activity Facilitation Stage”, and reflection was embedded in the “Reviewing Actively Stage” where learners reflected on what they experienced and shared personal steps they would take moving forward. These reflections deepened and reinforced learning by linking learning to lived realities.
S – Sequencing within the Learner eXperience
The session began with a symbolic activity about sin using the metaphor of a stained shirt, drawing participants into the theme. It continued with paired and group activities, energizers, textual analysis, metaphor return, and ended with a personal commitment to change. The emotional pacing and energy levels were well managed, including inserting an energizer to lighten the mood after a heavy discussion.
T – Transforming Learning into Performance
Learners were asked to relate the story and session concepts to their own lives. The session closed with each participant identifying at least one action they would implement. These were later shared on the WhatsApp group to encourage follow-up and continuity.
- Conclusion
Impact on Participants
Learners shared that the topic was personally meaningful and deeply relevant to their lives. They found the session engaging, emotionally powerful, and unlike traditional lessons. The environment allowed them to reflect without judgment and feel understood.
Impact on the Facilitator
Using FIRSTedu-ADLX Framework gave Ms.Sireen clarity in designing the journey, helping her ensure balance, flow, and learner-centeredness. It broadened her awareness of how to intentionally target different areas of the Learner eXperience. Ms. Sireen felt that this session was smoother and more meaningful than her past facilitations.
At the end, she expressed gratitude to Ms. Hanan Shaker and Ms. Sara Gamal for their guidance in this journey, and to SeGa Group for the transformative opportunity to improve her facilitation skills.