Our Philosophy

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At Durham Islamic STEM Academy, our educational philosophy revolves around the holistic educational model emphasizing academic excellence and spiritual development. As an Islamic holistic educational program, DISA has led an initiative that offers a comprehensive educational framework that seamlessly integrates STEM (Science, Technology, Engineering, and Mathematics) with nature-based and spiritual religious learning. We believe that the early years are some of the most important years in a child's life. We want children to have independent self-help skills and essential knowledge about the Islamic faith that sets the foundation for their future. We are committed to providing the children with the best experiences in a nurturing, fun, safe and stimulating learning environment while following positive guidance practices. We believe families play an important role in every child’s academic and personal growth journey; therefore, we support and encourage positive relationships among children, parents and staff. 

At DISA, we believe that each child is unique and has his or her own learning style. As a result, students should be given a variety of ways to engage in, experience, and express themselves during the learning process. As part of our educational philosophy, we believe that learning comes from the learning environment and that students will have multiple opportunities to explore and learn through hands-on projects such as organic farming, trips to nature, and local conservation areas. This allows them to develop an appreciation for the natural world's beauty and complexity while following Islamic teachings on responsible stewardship. 

As per modern education models, we consider Waldorf's holistic educational pedagogy, which emphasizes physical, emotional, intellectual, and spiritual development within the child. It aims to nurture each child's unique capacities and potentialities.  Some important features from modern educational pedagogies are incorporated into DISA’s educational program, including;

• Child-centred approach: Since our program is focused on the whole child, we consider the "image of the child" that Malaguzzi and Reggio define as competent, capable, and full of potential. Children are active constructors of their own knowledge and can express their thoughts, ideas, and feelings in many ways. Therefore, our curriculum places a lot of emphasis on hands-on, problem-solving, and learning practical skills alongside building deep connections to the natural world around them in partnership with families.
• Hands-on experiences: With inspiration from Waldorf and Montessori principles, our program integrates academic subjects with artistic and practical activities. This holistic approach engages students on multiple levels and fosters creativity, imagination, and critical thinking skills. Handwork, such as calligraphy,  knitting, woodworking, and gardening, is also incorporated to develop fine motor skills and cultivate a sense of craftsmanship. To enhance experiential learning, children are encouraged to engage with concrete materials and activities that provide opportunities for sensorial exploration, problem-solving, and skill development.
• Creative expressions: Based on Waldorf education and the use of traditional Sufi teaching methods, our program has incorporated the importance of storytelling, role-playing and creative expression through arts. Likewise, our program takes inspiration from The Hundred Languages of Children: Inspired by Reggio Emilia. It recognizes and values the diverse ways in which children express themselves, whether through art, music, movement, language, or play. This approach honours children's individual strengths, interests, and modes of communication.
• Family and community: Our holistic program emphasizes the development of empathy, communication, collaboration, and conflict-resolution skills in children from an early age. Teachers serve as facilitators and co-learners, working alongside children to support their inquiries and discoveries. The family plays an active role in their children's education, and the use of community resources and expertise is generally part of the educational process.