Abstract
BACKGROUND: Although interventions addressing social determinants of health have been effective in improving life skills and leadership among the adolescents in the high-income countries, little is known about the experience of using experiential cultural strategies, including music and sports, along with other regular strategies to transfer life skills and leadership in disadvantaged communities in low and middle-income country (LMICs) context. This case study provides a descriptive, qualitative evaluation of the program to support life skills and leadership development among the adolescents served by the IDMAJ Foundation for Development in Casablanca, Morocco. METHODS: We conducted a program evaluation using a desk review of program documents, observation, and qualitative interviews with participants at the Sidi Moumen Cultural Center (SMCC), which is part of the IDMAJ Foundation for Development. Using purposive sampling, we identified adolescents aged 18-25 with intermediate English proficiency who attended the SMCC during Summer 2023. A total of seven in-depth interviews (IDIs) were conducted using a semi-structured guide. Interviews were audio-recorded, transcribed verbatim, and coded using NVivo 12.0. A thematic analysis approach involving familiarization, coding, theme development, and refinement was used to identify key patterns in participants' experiences and the interconnectedness across themes. RESULTS: By Summer 2023, IDMAJ had trained 24,949 youth; 1,096 learners participated that summer. The IDMAJ Experiential Leadership Development Model effectively integrated life skills and transformational skills development across diverse program activities. Participants consistently reported positive experiences, highlighting how simultaneous strategies (e.g., language, sports, and music) fostered crucial competencies like self-awareness, communication, and collaboration. Advanced qualitative analyses revealed a dense interconnectedness among these competencies, with "self-awareness" and "collaboration & self-management" emerging as central, foundational pillars. This holistic, interactive approach progressively equipped participants for roles as learners, facilitators, and staff. CONCLUSIONS: The IDMAJ Experiential Leadership Development Model's contextualized, interactive, and joyful approach proved highly effective. This unique experiential continuum enabled participants to acquire foundational life and critical transformational leadership skills. Participants' empowerment for practical leadership roles contributes to a sustainable cycle of youth empowerment and community development through alumni engagement.