The Facilitator as Muraby: Exploring the Teacher-Student Relationship in Light of a Holistic Learner Experience Framework in an Islamic University in Egypt (Joining virtually)

Grounded in a holistic view of the learner as a whole human being mentally, emotionally, and psychologically, this study explores the transformative potential of FIRST, a new learner experience framework that promotes active deep learning(Bahgat et al, 2018), within a higher education setting. The study aims at investigating the framework’s potential breadth of real-life impact in a longstanding institution such as an Islamic University in Egypt. Based on the reflective experience of a university professor, the study attempts to address the following question: How is FIRSTframework transforming the learning experience in a traditional university setting taking into account the teacher student relationship? To comprehensively address this question, the research adopts a mixed methods approach by primarily employing interviews, surveys and observations of pre-recorded videos.

The holistic view of the learner stems from an Islamic viewpoint that regardseducation as one that involves the human being from a holistic perspective, rationally, spiritually and socially, and is based on the very notion of tawhid (oneness) in Islam (Cook, 1999). This holistic view of the human being is also represented by FIRST framework that attends to the learner as a whole human being attending to not only the mind and intellectual needs of the students but also looking at the learner’s emotional state as one that impedes learning. Based on five core domains, FIRST framework involves “focusing” on each individual learner’s needs while trusting the learner and what he/she brings to the learning experience’ “interacting” within positive group dynamics ensuring a positive safe environment within the group learning process; “reviewing” the learning activities, where real learning happens through reflection after activities in active deep experiential learning; “sequencing”the learning activities to engage and motivate the learner; and finally “transforming”learning into action through application (Bahgat et al, 2018). This study explores the dynamics and teacher student interactions that take place within the classroom as a result of the application of the key domains of this framework.

Throughout an experience that witnesses transition moments of a de-tyrannizing pedagogy involving an interplay of the heart and mind, and planting the seeds of a teacher student relationship that could blossom to reclaim the role of the muraby in the Islamic heritage in light of a “humanizing pedagogy” (Freire, 1970, p. 55), this study has found FIRST to promote change through a framework that has the capacity to instigate a paradigm shift in how the teacher reconceptualised his/her role re-envisioning the image of the student. The program has a transformative impact on the educators’ mindsets and mental paradigms. Moreover, in the most traditional learning environments, the smallest dynamic and heart-based changes can create ripples of change, for when reshaping the relationships between the facilitator and the students into one based on positivity, respect and reciprocal dialogue, positive change is experienced. Finally, FIRST presents a framework that transforms the classroom to gyrate around the learner and, thus, could be incorporated by educators who believe in empowering theoretical frameworks such as critical pedagogy but often grapple with how theory could be translated into practice.

Sarah Mitkees is a doctoral candidate at University College London, where her prospective research focuses on the personal and spiritual development of educators. She holds an EdM in Human Development and Psychology from Harvard University, as well as a Master’s in the Study of Religion from Oxford University focusing on spiritual and personal growth in Islam. Sarah is a part-time instructor at the American University in Cairo, where she teaches in the Professional Educator Diploma offered to teachers and educators.

Dina El Odessy is a PhD researcher and candidate in the University of Oxford, Department of Education. Her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt, exploring the potential of critical pedagogy in empowering school stakeholders. She graduated from the Faculty of Arts, English Department, University of Alexandria and earned her MA degree in education from University College London. She also works as a freelance writer, and a holistic wellbeing coach. Her research interests include: community schooling, Islamic education, social-emotional learning, empowerment and participatory education, critical pedagogy, holistic education, educational leadership and liberation theology.