As a secondary chemistry teacher, my instruction philosophy comes from the Islamic culture and principles on which such an exemplary nation is founded. The Holy Qur'an states, "And Allah brought you out of the wombs of your mothers while you knew nothing, and gave you hearing, sight, and intellect so perhaps you would be thankful” (Qur’an 16:78). I believe that education is a covenant from the Almighty that activates the intellectual potentials endowed upon every learner by Allah.

My individual experience as a learner was deeply influenced by teachers who lived the prophetic tradition of the acquisition of knowledge. The Prophet Muhammad (peace be upon him) underlined that “the seeking of knowledge is obligatory upon every Muslim” (Ibn Majah, 1994), and his teaching imbued me with a lifelong commitment to learning and teaching. During my learning process, I observed how teachers who were respectful of the diversity of cultures and had exceedingly high standards of scholarship created an environment where students could flourish academically and ethically.

My dream as a chemistry teacher is to share scientific information, foster critical thinking, and preserve the UAE’s rich cultural history and Islamic beliefs. I strive for classroom conditions in which the beauty of chemistry is investigated as an expression of Allah’s creation, and in which the advancement of science and belief are compatible.

My method is based on social constructivist learning theory, notably Vygotsky’s zone of proximal development, which prioritizes social learning and cultural mediation (Pollard et al., 2014). This method is consistent with Islamic teaching practices in which mentorship and social learning are highly valued. Pollard et al. (2014) observe that teachers mediate in bridging the past, the present, and the future, which perfectly describes my goal of linking the best Islamic tradition and the most recent scientific thought.

In addition, my teaching philosophy strongly emphasizes formative assessment to promote student development. According to Black and Wiliam (2018), good evaluation requires students to participate actively in their learning process, which the Islamic approach shares by developing individual accountability and self-awareness. I am committed to developing evaluation procedures that respect students’ dignity while providing helpful feedback for progress. This commitment to formative assessment ensures that student development is at the forefront of my teaching practice.

In addition, I am dedicated to helping students build their ability to evaluate tasks so they can make decisions regarding the quality of work (Tai et al., 2018). This ability is required to develop independent learners who can overcome challenges in college and make life decisions that align with Islamic teachings on discernment and wisdom.

By incorporating respect for Islamic and UAE culture and values into everything I do as a teaching professional, I hope to meet the Professional Standards for UAE Teachers. Students in my classroom would be culturally proud and scientifically competent, understanding that their Muslim and Emirati identities enhance rather than diminish their participation in global scientific communities. By doing this, I can help the United Arab Emirates achieve its goal of having a balanced population that is both culturally and scientifically literate.