Farah Ahmed is Senior Research Associate at the Faculty of Education, University of Cambridge. She convenes the Cambridge Dialogues: Renewing Islamic Education theory into practice academic research network. Her research centres on using dialogic halaqah to develop shakhsiyah Islamiyah and this is translated into practice through the online international Islamic Educator Learning Community. In 2002, Farah co-founded Islamic Shakhsiyah Foundation (ISF) which runs Shakhsiyah Schools. ISF grew out of homeschooling projects and for over twenty years, Farah has led the development of the Shakhsiyah Education Model, a holistic integrated approach to education that draws on classical Islamic educational thought and contemporary research. Farah served as head teacher for twelve years and is now Director of Education and the lead developer of Shakhsiyah Halaqah and Holistic Thematic Curricula. She is the author of Principles of Shakhsiyah Education and Dialogic Halaqah: A guide for the Muslim educator.

Dunya Habash holds a doctorate from the University of Cambridge, UK. The daughter of Syrian immigrants to the United States, she grew up in Birmingham, Alabama where she studied. After completing an MSc in Refugee and Forced Migration Studies at the University of Oxford in 2017, she pursued her interests in forced migration and Syrian politics through her ethnographic study of Syrian artists and musicians in the new diaspora. She has also produced curriculum materials on Islamic heritage and culture for UK teachers during her work as a Public Engagement Coordinator at the Woolf Institute, Cambridge. Dunya is currently a Research Associate on Dr Farah Ahmed's project "Reorienting Education in Muslim Contexts towards Awe and Wonder through Dialogue, Science, and Art" at the Faculty of Education, University of Cambridge.

Nadeem Memon is an Associate Professor at the Centre for Islamic Thought and Education (CITE) at the University of South Australia (UniSA). At CITE/UniSA, Nadeem serves as a Curriculum Advisor for the Graduate Certificate in Education (Islamic Education), the first online graduate education program for educators in Islamic schools globally. His research focuses on teacher education with particular emphasis on Islamic Pedagogy, comparative faith-based schooling, philosophy of religious education, and culturally responsive pedagogy. In his research program, Nadeem is a Chief Investigator on an Australian Research Council (ARC) Discovery Grant (2022-2025) on Culturally Responsive Schooling. He also leads a monthly reading group on Faith-Based Pedagogies with educators and academics from various religious traditions and religious orientations. In support of Islamic schooling, Nadeem serves the Board Chair for the Islamic Schools League of America (ISLA), member of Yaqeen’s Institute’s Curriculum Advisory Board; member of the Global Association of Islamic School’s conference committee; member of University of Cambridge’s Cambridge Dialogues on Rethinking Islamic Education and a consultant on Qatar Foundation’s Usul Education Framework.

Safaruk Chowdhury is faculty member at Cambridge Muslim College, Whitethread Institute in London and the Ibn Rushd Centre for Excellence for Islamic Research in Birmingham. He is currently Academic Director at the Centre of Islamic Knowledge (CIK) in Canada. He is the author of A Ṣūfī Apologist of Nishapūr: The Life and Thought of Abū ʿAbd al-Raḥmān al-Sulamī (2019), the first book length treatment of the mystic in English and Islamic Theology and the Problem of Evil (2021), the first monograph on the topic written within the Islamic Analytic Theology approach. He has published numerous academic articles in the fields of Islamic philosophy and theology focussing on ethics, metaphysics, logic and epistemology. Saf concluded a three-year project called Beyond Foundationalism: New Horizons in Muslim Analytic Theology funded by the John Templeton Foundation exploring new vistas in Islamic epistemology. His current work is an edited volume with Ramon Harvey called Analytic Islamic Epistemology: Critical Debates and has recently been published by Edinburgh University Press (2025). Saf completed his traditional Islamic training in Cairo at al-Azhar university and has studied courses with a number of scholars. He is currently executive editor of the Journal of Islamic Philosophy and a teacher in Religious Studies and History.

Canadian-born Claire Alkouatli is Research Fellow at Cambridge Muslim College and a Lecturer at the Centre for Islamic Thought and Education at the University of South Australia. She currently has research projects active in Australia, Canada, England, Lebanon, Saudi Arabia, and the UAE. With a PhD in Educational Psychology from the University of British Columbia, Claire’s research focuses on the roles of culture, relationships, and pedagogies in human development across the lifespan, including imaginative play, dialogue, inquiry, and challenge. She is committed to the theoretical study and practical advancement of self, social, and spiritual development and well-being in children, youth, women, and families.

Dylan Chown is a lecturer in the Centre for Islamic Thought and Education (CITE) in Education Futures at the University of South Australia (UniSA). His research focuses on teacher education and school renewal, with emphasis on Islamic pedagogy and culturally and religiously responsive pedagogy as well educational inclusion. Dylan is also a member of UniSA’s Centre for Research in Education and Social Inclusion (CRESI) and Pedagogies for Justice Research group. Dylan coordinates courses in an online accredited graduate program in Islamic Pedagogy offered through UniSA. Prior to joining UniSA, Dylan was a member of an International network of educators on the Islamic Teacher Education Program (ITEP), a project of Razi Ed (Canada/UAE). Dylan’s PhD research focuses on the exploration Islamic pedagogy in practice, based on a case study of an Australian K-12 Islamic school. He was a co-editor of the book: Islamic schooling in the West: Pathways to renewal (Palgrave MacMillan).

Arwa Al-Qassim is a PhD candidate at the University of Cambridge, based in the Faculty of Education and supervised by Dr Daniel Moulin and Dr Farah Ahmed. Drawing inspiration from the Halaqah method, a traditional Islamic oral pedagogy, Arwa's research aims to incorporate dialogic education within Islamic Studies classroom environments and school mosques in the UAE. Her research seeks to understand how dialogic pedagogies can enhance students' capacities for critical thinking, inquiry, and acquiring a deeper understanding of Islamic teachings. By exploring the potential of Halaqah as a framework for dialogic education, Arwa aims to contribute to the development of innovative and effective Islamic educational practices that foster holistic development within schools, including spiritual, moral, and intellectual growth. Prior to commencing her PhD, Arwa completed her MA in Islamic Studies at the School of Oriental and African Studies, University of London, and her BA with a major in International Studies and a minor in Psychology at the American University of Sharjah.

Maya Shaaban is a curriculum developer and holds an M.A. in Educational Studies with a concentration in Design & Technology for Learning Across Culture & Context from the University of Michigan and a BS.Ed. in Integrated Language Arts Education from The Ohio State University. Maya served as a high school teacher for three years, gaining valuable classroom experience and insight into pedagogical tools for student engagement. She is currently working with Islamic Shakhsiyah Foundation as a curriculum and courses developer. Her passion lies in developing innovative curricula rooted in Islamic values, aimed at empowering students and educators alike to reach their full potential.

Dina El Odessy completed her DPhil at the University of Oxford, her doctoral study examined the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt. Her research explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover their potential to become sites of praxis. Dina holds an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies. She also currently works as a deputy director in an international school in Egypt, a freelance writer, an encouragement consultant and holistic coach. Hoping to become a happiness activist, she aims at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and human development.

Amaarah DeCuir, EdD, is a faculty member at American University in the School of Education and an affiliate faculty member of its Antiracist Research and Policy Center.  She is an Executive Board member with the Center for Islam in the Contemporary World.  Recently, Dr. DeCuir served as an Advisor in the Office of the Secretary at the U.S. Department of Education, supporting the Center for Faith-based and Neighborhood Partnerships.  Her scholarship spans the areas of antiracist pedagogy, Muslim student experiences, Prophetic pedagogy, faith erasure, equity, antiracism and social justice, education leadership, teacher education, and faculty development.  DeCuir has been selected as an American Educational Research Association (AERA) Division A Leadership for Social Justice Action Committee member.   She has published peer-reviewed articles and chapters, co-edited a book in the Routledge series, Educational Leadership for an Equitable, Resilient and Sustainable Future, and co-authored Faith Honoring:  Making the case for faith-inclusive pedagogy with Academic Studies Press.  Her study titled, Up North, Black Families Walked Out: Counternarratives of Jim Crow School Resistance, 1930-1935., earned the distinction of Article of Year by the Organization of Educational Historians.  Her public scholarship appears in news and media outlets. A highly regarded educator and facilitator, Dr. DeCuir teaches Education Studies and Social Justice, Education Leadership, and teaches an Antiracist Research Methods course she co-designed.  She brings over 30 years of teaching and leadership experiences from public and private K-12 schools to inform her current work in higher education.

Fella Lahmar is a Senior Fellow of the Higher Education Academy (SFHEA) with over 20 years of experience in Islamic and comparative education, focusing on decolonisation, social justice, philosophy of education, and the interplay between education, Islam, values, and cultural heritage. As a Research Fellow at The Open University, UK, she recently led the Algerian research project as part of the broader Decolonisation of Education for Peace in Africa (DEPA) multi-country initiative, funded by the Arts and Humanities Research Council. The project explored how Algeria’s artistic heritage fosters reconciliation across diverse linguistic communities. She also collaborated with the Qatar Foundation to contribute to the design of an MA in Comparative Education at Hamad Bin Khalifa University. Previously, she led MA programmes in Islamic Studies and Education validated by Newman University, Birmingham. She has also worked at various other higher education institutions, including the University of Bolton and the University of Nottingham, UK, and served as a Research Associate at the National Foundation for Educational Research (NFER). Her publications include numerous journal articles and book chapters on decolonising education, Islamic educational frameworks, and the role of indigenous arts in peacebuilding. She co-edited a special issue on Islamic education in a Western context and is currently writing a Routledge book on diversity and belonging in Islamic schools in Europe. In terms of education, Fella has a Ph.D. in education and an ESRC-recognized MA in Educational Research Methods, both obtained at the University of Nottingham, UK, a PGCert in Higher Education Practice (Newman University, UK); an MA in Islamic Studies (Loughborough University, UK); a PGCert in Professional Studies in Education (The Open University, UK); and a BA in Islamic Studies, Quran and Hadith Sciences (Emir Abdelkader Islamic University, Algeria).

I studied Physics and Philosophy at LUMS (Pakistan), and then Education as a Fulbright Scholar at Teachers College Columbia University. I am also a New York state trained Emergency Medical Technician. In the last decade I have worked as an educator and education policy consultant. In 2017 I founded Saving 9, a social enterprise dedicated to transforming mindsets in order to save lives; pioneering initiatives such as launching Pakistan's first women-run ambulance, the world's 2nd mental health ambulance and creating a novel Socio-Emotional Inclusion Index that measures how well regions are catering to the mental wellness of youth. Through my work, I came to realise that countless social problems are aggravated by lack of conversations around science and religion. I also realised that many of these challenges are a consequence of the ongoing impact of centuries of colonialism in the Global South. This is why my PhD research focuses on decolonising science education from within an Islamic framework. I am doing this by contributing both to educational philosophy for Muslim educators, and by conducting participatory action research with Muslim schools to reimagine science education at the secondary school level. This research will provide rich learning on public policies for social issues and help identify roadblocks that hinder citizens of postcolonial Muslim countries from making substantial contributions to the natural sciences.

Samir Mahmoud is currently the Academic Director of Usul Academy. He is also a Lecturer on the Diploma in Islamic Psychology at the Cambridge Muslim College. Dr. Mahmoud is also an Islamic Education consultant working closely with schools in Australia and abroad to develop a new paradigm for Islamic Education.

Abdullah Trevathan was born in New York and raised in Puerto Rico, Greece, Germany, and the UK, and has lived mainly in the UK, Spain, the Netherlands, and Morocco. His main interest lies in the tensions between rationality vs non-rational (not irrationality) as manifested in the areas of education and religion. Since the early eighties, he has taught at all levels of education in the UK. From 1998, he was Headteacher of two inner London schools and thereafter, lectured in Education at Roehampton University in London for six years. Since 2011, he has lectured mainly in Comparative Religion, Science and Society, Critical Writing, and History of Islamic Technology, but also led classes in History of Muslim Technology and Philosophy of Religion at the Master’s level at the Al Akhawayn University in Ifrane, Morocco. He was also Director of the Al Akhawayn School of Ifrane on two occasions, the latest one being 2019 through 2022 (while also teaching at the University). He holds a Master’s in Philosophy of Education from the Institute of Education, London and a PhD in philosophical theology from Birmingham University, UK. He is currently engaged in the DProf programme in existential psychotherapy at Middlesex University in London, UK. He has published works in various academic books and articles, mainly on educational philosophy in the UK, Australia, and Spain.

Dr Asma Ahmed is the Academic Chair and Assistant Professor at Niagara University's Faculty of Education in Ontario. She currently serves as a member of the Curriculum and Outcomes Assessment Committee of the Senate at Niagara University. Asma was a co-investigator for the prestigious SSHRC (Social Sciences and Humanities Research Council) grant in education for a research project, ranking first in her category out of 47 applicants. She is the lead author of an Additional Qualification course on anti-Islamophobia, the only one of its kind in the country, which was prepared for approval by the Ontario College of Teachers and the Ministry of Education. Asma is the founder and editor-in-chief of SMS (Supporting Muslim Students) Magazine, the first magazine in Canada dedicated to supporting Muslim students. She is also the co-founder of ISAC (Islamic Schools Association of Canada), the country’s largest school organization. Additionally, she is a director at Bridgeway Family Centre, the leading organization providing free prenatal-to-preschool programs in the Peel Region.  

Asma frequently conducts workshops for middle schools, high schools, and universities across Canada, as well as sessions for the New York Association of Teacher Educators (NYSATE/NYACTE), focusing on understanding Muslim students and addressing Islamophobia in educational environments. She also facilitates courses with the Centre for Islamic Thought and Education (CITE) at the University of South Australia. As a senior instructional designer, Asma developed a theocentric pedagogy for K–12 MAC Islamic schools across Canada. Through her scholarship and speaking engagements, she aims to showcase Islamic pedagogy as an emergent and innovative approach to teaching and learning in the Western Hemisphere.  Asma is working on establishing the first university-accredited Islamic education teacher training program in North America. Recently, Asma joined the Centre for Climate Literacy at the University of Minnesota as a global fellow. Her latest and most urgent focus is advancing climate education and sustainability efforts by embedding slow pedagogies and storytelling, key components of Islamic pedagogy.

Omaira Alam has over 25 years of experience as a classroom teacher, education consultant, principal, board member, program director, and teacher educator. She developed curriculum materials with the Council for Islamic School Excellence (CISE), focuses on school improvement pathways for Islamic schools in the US, Canada and overseas, is a guest faculty for the Foreign Service Institute of the US Dept. of State, is a member of CICW's Prophetic Pedagogy project training team, and trains educators in Pakistan as a master trainer for the ILM Foundation's Center For Educational Excellence. Previously, she served as the Program Director of the Islamic Teacher Education Program (ITEP) in conjunction with the University of Toronto. She also developed A Dignified Way, a behavior management & character education program grounded in Prophetic pedagogy. Omaira completed her undergrad in Neuroscience & World History, at the University of Toronto; Global Education at the Ontario Institute for Studies in Education at the University of Toronto; and her master’s in special education from The George Washington University. She is currently a teacher coach with Hemispheres Academy and a Special Education Teacher with Prince William County Public Schools, and sits on the Pearls Academy School Board. She lives in northern Virginia with her family.

Mustafa Styer is an American-born, Oxford University-trained educator and researcher of Islamic Philosophy. Specializing in curriculum development from the University of London, Mustafa has devoted many years in developing an Islamic education curriculum in the UK. He has worked as head-teacher, deputy head, curriculum coordinator, and a teacher trainer in tarbiya for the Association of Muslim Schools UKestablished by Yusuf Islam. When the secretary of state encouraged Muslim schools to join the state system, he was seconded by the AMS to produce curriculum in Islamic music (Nashid), citizenship, and PSHE (Personal, Social, Health Education) and produced a 99-Names Scheme. Mustafa began his traditional Islamic studies in Damascus in 1995 in the Department of Usul al-din at Abu Nour and attending the lessons of Sheikh ’Abd al-Rahman al-Shaghouri and others and now continues his studies in Konya learning the Ottoman syllabus from Sheikh Salih al-Ghursi. Mustafa splits his time between the UK and Konya, working as the Project Lead for LIFE while continuing his research as part of Tabah Foundation's Classification of the Sciences project.