ZAT: A Psychospiritual -Developmental Diagnosis Framework for Youth Empowerment: Integrating Brain, Heart, Spirit, and Coaching Dimensions for Holistic Growth

Mustafa Mohamed Adelmohiman; Abdullah Hussein Salem

doi:10.11114/ijce.v8i2.7649

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About The Authors

Mustafa Mohamed Adelmohiman
ZAT - Learning Design Boutique
Egypt

Mustafa Haymana is a research-driven educational strategist and competence development specialist with extensive experience in policy design, curriculum innovation, and strategic learning frameworks. His work integrates cognitive psychology, competency-based education, and workforce development to enhance learning methodologies and organizational capacity-building. As the lead researcher behind the VFC Competence Framework, he is pioneering a comprehensive model for assessing and developing future-ready competencies across diverse industries.

Mustafa’s expertise spans educational policy development, curriculum design, and competency assessment, with a strong focus on interdisciplinary learning, accreditation frameworks, and transformational pedagogy. He has contributed to multiple research papers, learning models, and strategic education initiatives, positioning him as a key thought leader in competence-driven education and workforce preparedness. His role at Business Wheel Academy involves designing research-based training programs, certification pathways, and digital learning infrastructures to support talent development at scale.

Previously, as an Educational Consultant and Founder of ZAT, Mustafa led policy innovation efforts focused on self-awareness, employability skills, and aligning education with industry demands. He developed gamified learning experiences and competency assessment models that empower individuals to navigate career pathways effectively. Additionally, his tenure as School Management Consultant included guiding schools through strategic accreditation processes, competency framework alignment, and curriculum innovation in line with international standards such as IB, American, and French Baccalaureate systems.

Mustafa holds a Bachelor’s Degree in Engineering from Cairo University and is currently pursuing a Master’s in Educational Psychology & Human Development. He has also completed leadership and competency-based education programs, including coursework at Harvard LOA Program. Fluent in Arabic, English, and French, he has led multinational learning initiatives, policy-driven educational reforms, and structured competency frameworks that bridge the gap between academic knowledge and workforce demands.

His professional focus lies in integrating cognitive science into competency-based learning, fostering digital agility, and shaping interdisciplinary education models to prepare organizations and individuals for the evolving global economy.

Abdullah Hussein Salem
ZAT - Learning Design Boutique
Egypt

Abdullah Hussein Salem is a research-driven project manager and learning development specialist with extensive experience in research coordination, educational product development, and strategic competency frameworks. His work integrates psychological research, educational methodologies, and workforce development strategies to enhance organizational learning and capacity-building. As a Psychological Research Officer at ZAT, he is leading the development of the ZAT Framework, a diagnostic tool designed to assess teenagers’ and university students’ capacities for personal and academic success.

Abdullah’s expertise extends across learning and development, research coordination, and product development, with a strong focus on competency-based education, digital agility, and interdisciplinary competence. He is a key contributor to the VFC Competence Framework, a cutting-edge model for competency assessment and strategic workforce development. His role at Business Wheel involves training management, research and development, and educational product design, particularly within the petroleum and gas industry.

Previously, he played a vital role as Incubator Coordinator at SeGa Initiative, where he led the development of Impactizer, an impact management framework, and as Research Center Coordinator at SeGa Research Center, where he revitalized research operations, authored research papers, and developed structured learning methodologies. Additionally, his tenure as R&D Coordinator at SeGa Group involved aligning product development with strategic learning goals and producing 700+ research-based digital learning content pieces.

Abdullah holds a Bachelor of Science in Structural Engineering from Cairo University and has complemented his expertise with various leadership and organizational training programs, including coursework at the Harvard Kennedy School. Fluent in Arabic, English, and Turkish, he has led multinational learning initiatives, conducted competency-based research, and played a key role in developing structured education frameworks for emerging industries.

His professional focus lies in integrating research into competency frameworks, enhancing digital agility, and fostering interdisciplinary learning to prepare individuals and organizations for future workforce challenges.

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ZAT: A Psychospiritual -Developmental Diagnosis Framework for Youth Empowerment: Integrating Brain, Heart, Spirit, and Coaching Dimensions for Holistic Growth

Mustafa Mohamed Adelmohiman, Abdullah Hussein Salem

Abstract

The ZAT Framework applies an evidence-based faith-informed projections model to guide youth development through a holistic assessment and individualized educational trajectory. Rooted in Islamic morality and in accordance with international education standards, ZAT has four core components; Brain, Heart, Spirit, and Coaching, focusing on cognitive development, emotional strength, aspiration for self and society and is in constant guidance to three-tiered coaching. Beyond responsive models, ZAT Framework extrapolates the empowerment in the struggle of identity formation, mental health, career readiness, and moral compass navigation. ZAT is not just a means of early diagnosis, but an operating school which cultivates a lifelong learning attitude, critical thinking, and value-based leadership. In the process, it helps connect classic Islamic concepts with emerging best practices in education, including CASEL's SEL competencies, P21 Skills Framework, and UNESCO Four Pillars of Education. Research will now shift to the validation and adaptation of the AI-assisted coaching model for sustainable and wide-scale impact.

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DOI: https://doi.org/10.11114/ijce.v8i2.7649

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International Journal of Contemporary Education

ISSN 2575-3177 (Print) ISSN 2575-3185 (Online)

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