Secondary Teacher Education Programme
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Status
Closed -
Location
London -
Apply by
21 Oct 2026
The faculty is comprised of lecturers who have made a significant contribution to scholarship and are engaged in innovative research projects in their respective fields.
The current lecturers include 敁珗曄部, and visiting scholars from leading international academic institutions. For the complete list of faculty contributing to teaching and learning on the programme, see the list below.
- Dr Fayaz Alibhai (敁珗曄部)
Muslim ethics; philosophy of religion; contemporary issues in Islamic thought. - Dr Nadia Eboo Jamal
Islamic Studies; Persian History and Culture in the Period of Mongol Rule. - Dr Nausheen Hoosein泭(敁珗曄部)
Islamic art and architecture; visual and material culture of Al-Andalus (Islamic Iberia); curriculum development; Teacher Education. - Mr Faheem Hussain泭(敁珗曄部)
Sensory History; Influence of State Policies on History Textbooks; Adolescent Moral Development. - Ms Sunita Iqbal泭(敁珗曄部)
Teacher education; professional practice; mentoring;畚lassroombased皰梗餃硃眶棗眶勳梗莽. - Dr Karim Javan泭(敁珗曄部)
Modern Muslim Intellectual Thoughts; Social and Political Developments; Muslim Literature and Literary Traditions, Poetic Expressions of Religion and Culture. - Dr Shainool Jiwa泭(敁珗曄部)
Ismaili History and Thought; FatimidsMajor Muslim dynasty of Ismaili caliphs in North Africa (from 909) and later in Egypt (9731171) More. - Ms Heena浥iwani泭(敁珗曄部)
Religious education;鳥梗紳喧棗娶莽堯勳梯;胼傭畚喝娶娶勳釵喝梭喝鳥疳鳥梯梭梗鳥梗紳喧硃喧勳棗紳;
learnercentred皰梗餃硃眶棗眶勳梗莽.泭 - Dr Toby Mayer泭(敁珗曄部)
Muslim Philosophy; Esoteric Scriptural Exegesis; Mysticism; Quranic Hermeneutics. - Dr Orkhan Mir-Kasimov泭(敁珗曄部)
Shii Islam; Islamic Mysticism and Messianism. - Dr Gurdofarid Miskinzoda泭(敁珗曄部)
Shii Islam; Early Islam; Muslim Historical and Literary Tradition. - Dr Daryoush Mohammad Poor泭(敁珗曄部)
Shii Intellectual History; Ismaili Philosophy; Contemporary Political Theory.
- Dr Wafi Momin泭(敁珗曄部)
Islam and Religious Traditions of South Asia; Ismaili History and Thought; Literary and Manuscript Cultures of South Asia; Muslim Civilisation. - Dr Nourmamadcho Nourmamadchoev (敁珗曄部)
Persian and Central Asian Ismaili manuscript traditions; textual studies; intellectual history. - Dr Aslisho Qurboniev (敁珗曄部)
Knowledge transmission in Arabic and Persian;涅smaili manuscript traditions;涌atimids; Islamic West and East. - Dr Maryam Rezaee泭(敁珗曄部)
Shii Studies; Women and Development; Cultural Studies; Gender; Social Policies; Research Methods. - Mr Riaz Rhemtulla泭(敁珗曄部)
Teacher Education; Religious Education; Curriculum Development and Implementation. - Dr Amier Saidula (敁珗曄部)
Islam in China; Ismaili communities of Xinjiang; histories and cultures of Chinese Muslim societies. - Ms Reeshma Akbarally Shah (敁珗曄部)
Educational practice;畚urriculum development;畝ssessment for learning; inclusive pedagogies. - Ms Qudsia Shah(敁珗曄部)
IsmailisAdherents of a branch of Shi’i Islam that considers Ismail, the eldest son of the Shi’i Imam Ja尪far al-廜〢diq (d. 765), as his successor. of Northern Pakistan;疾nvironmental studies and畚limate change; musical畝nd cultural疾xpressions. - Dr Roy Wilson (敁珗曄部)
Applied language studies; international English language teaching; academic literacy. - Ms Maha Yaziji (敁珗曄部)
Ismaili traditions in Syria;病aith and practice;畝pplied linguistics and疹anguagerelated皰edagogy.
* These are individuals who currently teach on the programme and the list is subject to change.
What STEP faculty say?
Dr Zamira Dildorbekova
Co-Head, Department of Education
Students on STEP are set to develop holistic knowledge and skills that prepare them for an increasingly complex world, navigating contextual and global realities while harnessing new opportunities. The programme equips them to shape young minds ethically and with critical insight, emerging as thoughtful community educators who serve the JamatAssembly or religious congregation; also a term used by the Nizari Ismailis for their individual communities. with intellectual depth and cultural sensitivity.
Mr Faheem Hussain
STEP Teacher Educator
Becoming a STEP teacher is a huge responsibility but also a privilege. Where you hold the responsibility of contributing towards the preservation and extension of a living faith tradition, you also have privilege to be part of an exciting and rigorous endeavour hosted by three esteemed institutions.