{"id":123414,"date":"2026-10-29T16:33:47","date_gmt":"2026-10-29T12:33:47","guid":{"rendered":"https:\/\/www.ispringsolutions.com\/blog\/?p=123414"},"modified":"2026-10-29T16:54:03","modified_gmt":"2026-10-29T12:54:03","slug":"haifa-audrey-azzahra-with-ispring","status":"publish","type":"post","link":"https:\/\/www.ispringsolutions.com\/blog\/haifa-audrey-azzahra-with-ispring","title":{"rendered":"How Haifa Audrey Azzahra turns storytelling into learning that engages and sticks"},"content":{"rendered":"

When you talk to <\/span>Haifa Audrey Azzahra<\/strong><\/a>, it quickly becomes clear that she looks at learning from a practical angle.<\/span><\/p>\n

For Haifa, instructional design isn\u2019t about adding more interactive activities or creating content simply because there\u2019s a training need. It starts with a more fundamental question: <\/span>What needs to change, and how will learners demonstrate that change?<\/strong><\/p>\n

Haifa currently works on a project basis, developing childminder training in Indonesia, while also teaching IELTS preparation to adult learners. Previously, she spent three and a half years at The KPI Institute, most recently as an <\/span>instructional design Project Manager<\/strong>.<\/span><\/p>\n

Her experience spans soft skills training, learning program development, instructional design, and process improvement. She also brings a data-informed mindset to her current IELTS teaching, adapting activities, pacing, and feedback based on learners\u2019 demonstrated progress.<\/span><\/p>\n

That practical approach \u2014 combined with her ability to turn learning concepts into engaging experiences \u2014 earned Haifa the <\/span>Best Gamification & Storytelling in the Scrollable Category<\/strong> award in the <\/span>iSpring Course Creation Contest 2026<\/strong>.<\/span><\/p>\n

We spoke with Haifa about turning abstract concepts into concrete behaviors, getting stakeholders involved early, using AI as a thinking partner, and designing learning experiences that stay meaningful beyond the course itself.<\/span><\/p>\n

\u201cLearning isn\u2019t just about building interactive activities.\u201d<\/strong><\/h2>\n
\"Haifa<\/p>\n
\n

Haifa Audrey Azzahra<\/strong>,<\/span>
\nVirtual IELTS Instructor<\/em><\/p>\n<\/div>\n<\/div>\n

For Haifa, one of the biggest misconceptions about instructional design is that good learning automatically means engaging activities.<\/span><\/p>\n

Interactivity matters, but it isn\u2019t where the work begins.<\/span><\/p>\n

\u201cOne challenge is helping stakeholders understand that learning isn\u2019t just about building interactive activities.\u201d<\/span><\/em><\/p>\n

The real challenge is identifying what learners actually need to know or do.<\/span><\/p>\n

\u201cIt\u2019s easy to jump into creating training, but the real work is finding out the knowledge gaps, unclear expectations, and workplace processes.<\/span><\/em>\u201d<\/span><\/p>\n

That requires instructional designers to resist the temptation to start building too soon.<\/span><\/p>\n

Instead, Haifa focuses on asking better questions about the problem, the audience, the expected behavior, and the conditions in which learning needs to be applied.<\/span><\/p>\n

\u201cAs instructional designers, we need to ask better questions rather than building more content.\u201d<\/span><\/em><\/p>\n

It\u2019s a principle that has shaped her work across different types of learning, from professional development to language training.\u00a0<\/span><\/p>\n

\u201cSoft skills can become very concrete.\u201d<\/strong><\/h2>\n

Soft skills are often treated as difficult to measure.<\/span><\/p>\n

Well-being, emotional intelligence, communication, and similar topics can sound abstract, particularly when compared with technical knowledge that can be tested with a straightforward quiz.<\/span><\/p>\n

Haifa sees it differently.<\/span><\/p>\n

People often think that soft skills are difficult to measure because they\u2019re abstract. But with the right instructional design approach, they become very concrete.<\/span><\/p><\/blockquote>\n

The key is translation.<\/span><\/p>\n

Instead of teaching emotional intelligence as a broad concept, for example, a learning experience can focus on <\/span>specific behaviors, decision points, and everyday practices<\/strong>.<\/span><\/p>\n

That changes the question from:<\/span><\/p>\n

Do learners understand emotional intelligence?<\/em><\/strong><\/p>\n

to:<\/span><\/p>\n

What will they do differently in a real situation?<\/em><\/strong><\/p>\n

Much of Haifa\u2019s work has involved making that connection explicit by turning concepts into behaviors learners can recognize, practice, and apply beyond the training session.<\/span><\/p>\n

For her, meaningful learning doesn\u2019t end when learners understand a concept.<\/span><\/p>\n

It starts when they can use it.<\/strong><\/p>\n

\u201cPeople are more likely to support something if they feel involved.\u201d<\/strong><\/h2>\n

That practical mindset also shapes how Haifa works with stakeholders.<\/span><\/p>\n

Rather than developing a solution in isolation and asking for approval at the end, she brings stakeholders into the process early.<\/span><\/p>\n

She asks about their:<\/span><\/p>\n