Online Islamic Courses

What is taught here?

The full pathway, from a first Qaida lesson to advanced classical texts: Quran classes covering Noorani Qaida, Nazra, Tajweed, Hifz and Tarjama with Tafseer; the Dars e Nizami curriculum year by year; and the Arabic sciences through Basic Arabic Grammar, Sarf-o-Nahv and Hall-e-Arabi Ibarat.

Classical logic is taught as Ilm-e-Mantiq, in plain English, which almost nothing else online offers. Sisters study the same curriculum through the six-year course, and children through Islamic studies for kids.

This page lists everything.

Why is study in English so hard to find?

Almost all Dars e Nizami teaching worldwide happens in Urdu, because that is the language of the institutions that carry the tradition and of the commentaries built around it. That works perfectly for students raised in Urdu-speaking households.

It works badly for the generation raised in Toronto, Birmingham, Sydney or Chicago. Those students are often fluent in English, functional in conversational Urdu or Punjabi, and unable to follow a technical grammar lesson in either. The curriculum is not too difficult for them; the medium is.

Teaching the same books through English removes that barrier without diluting anything. This page covers this in detail.

Who teaches these classes?

Shaykh Hafiz Muddassir completed the full Dars e Nizami curriculum under Tanzeem ul Madaris Ahl-e-Sunnat (Pakistan), and has taught its books for more than ten years. He also holds an MA in English, an MA in English Linguistics and an MPhil in English.

That second half is the unusual part. Classical training and a linguistics background rarely sit in the same person, and together they make it possible to teach *sarf* (Arabic morphology) or *mantiq* (classical logic) in English, Urdu, Hindi and Arabic, choosing whichever the student actually thinks in.

Classes run one-to-one or in small groups, whichever suits the student.

One-to-one or group classes?

Both are taught. A one-to-one class belongs entirely to one student, so the pace follows them and every error is corrected at the moment it happens. A small group class puts a few students at a matched level together, which costs less per student and suits siblings or friends studying alongside each other.

The honest trade is attention against company. One-to-one surfaces a weakness within minutes; in a group it can take a few sessions. Some students, particularly younger ones, work harder with peers in the room and would drift in a solo class.

Which suits a given student is decided in the first conversation rather than assumed, and it can change later. Sessions run on whatever video platform the family already uses.

Timezones

The practical question for every family abroad is whether a workable slot exists at all. It generally does, because teaching hours are deliberately spread rather than confined to Pakistani office hours.

Australian students have it easiest, since their evenings are the teacher’s afternoon. UK and European evenings overlap comfortably. North American evenings map to early morning in Pakistan, a window kept open for exactly that reason.

Daylight saving shifts are handled by adjusting the slot rather than leaving families to work it out.

Where do students study from?

Students join from the United States, United Kingdom, Canada, Australia and Europe.

Each of those pages covers realistic class times for that region and the communities within it, because scheduling is the practical question every family abroad asks first.

This page lists every country and city covered.

Teaching children

Children are taught in shorter sessions, with more repetition and a slower introduction of new material than adults need. For a child raised outside a Muslim-majority country, English-medium teaching also removes the quiet embarrassment of not following a class in a language the rest of the family speaks.

Parents are told honestly how the child is progressing, including when the answer is that progress has stalled and why.

This page covers the practical side for parents.

What do classes cost?

Fees are quoted for each student rather than published as a price list, because the honest figure depends on the course, how many classes a week and the level involved. A child taking two Qaida sessions weekly and an adult reading advanced Arabic texts are not the same commitment.

For general context rather than as a quotation: Across online Islamic academies generally, tuition is priced either per class hour or as a monthly block of two to five classes a week, and one-to-one teaching costs more than group classes because the hour belongs to one student. Local currency, timezone and class length all shift the picture, which is why a real number needs the real details.

Message the student’s age, level and how often you would like to study, and you will get a straight answer for that situation. This page covers the question in more detail.

Getting started

Begin with a message rather than a booking form. Age, current level, preferred language of instruction and rough availability are enough for a useful reply.

Level assessment matters more than most families expect. Students frequently arrive believing they are ready for a text they cannot yet parse, and starting them there wastes months. An honest starting point is worth more than a flattering one.

A trial class confirms the assessment in practice before anything is agreed.

Is online teaching as good as in person?

For one-to-one instruction, the honest answer is that the difference is small and sometimes runs the other way. What matters pedagogically is a teacher hearing the student and correcting them immediately, and a video call carries that intact.

What online cannot replace is the atmosphere of a full-time institution: the company of other students, the discipline of a daily schedule, and the incidental learning that happens outside class. For a student who can attend one properly, that is a genuine advantage.

Most families reading this cannot. The realistic comparison is not online against a darul uloom, it is online against a weekly local class taught in a language the child does not follow.

How do you know it is working?

Progress is judged by what the student can do unaided, not by attendance or pages covered. For memorisation that means retention under revision; for grammar, parsing an unseen passage; for Tafseer, explaining a verse’s meaning with its reasoning.

Parents get honest reporting, including the uncomfortable version. A teacher who only ever reports good news is not assessing anything, and the family finds out eventually at a worse moment.

Where progress has stalled, the useful response is diagnostic: wrong level, wrong frequency, or practice not happening between classes. All three are fixable once named.

Practical requirements

Nothing unusual. A laptop, tablet or phone with a working microphone, and a corner of the house without a television in it.

For younger children a parent nearby for the first few sessions helps, mostly to settle the routine rather than to supervise the content.

Where connections are unreliable, classes can run audio-only without much loss for recitation work, though text reading benefits from a shared screen.

Ramadan and holidays

Schedules are adjusted for Ramadan, Eid and school holidays. Students often want more Quran time during Ramadan and less of everything else, and the plan flexes for that.

Long summer holidays are a good moment to intensify, particularly for memorisation, where a temporary increase in frequency compounds.

Pausing is always an option, and nothing is charged for classes that do not happen.

Why the order of study matters

The Dars e Nizami sequence is deliberate. Grammar comes before text reading because unvowelled classical prose is unreadable without it. Logic comes before theology and legal theory because those books argue in its terminology on every page.

Students who skip ahead can usually recite rules and cannot apply them, and supervised reading exposes that within minutes. The remedy is going back, which costs more time than starting correctly would have.

This page sets out the sequence year by year.

The problem families abroad describe

The pattern repeats across every country on this site. A child attends the local madrasa for years, recites acceptably, and cannot explain what any of it means. Parents assume the child is not applying themselves.

Usually the child is applying themselves to the wrong problem. Instruction arrives in Urdu or Arabic, languages they use at home for conversation and not for abstract reasoning, so they are decoding the explanation before they can engage with the content.

Teaching in English removes that layer entirely. The material does not get easier; the access does.

Every course, A to Z

Choose your language of instruction

Ready to start?

Book a trial class to have the level assessed properly, or see the full course list and what students say.

Frequently asked questions

Can classical books be studied entirely in English?

Yes. Shaykh Hafiz Muddassir holds an MPhil in English alongside his madrasa training, so the classical material is delivered in English at full depth rather than simplified.

What levels do you teach?

From complete beginners, including young children starting Noorani Qaida, through to advanced students reading classical Arabic texts.

Are classes one-to-one or in groups?

Both are available. One-to-one gives a student the whole hour; small group classes suit siblings or friends at a similar level and cost less per student. Nothing is pre-recorded in either format.

How much do classes cost?

Fees are quoted per student, because the figure depends on course, level and frequency. Send the details for a straight answer.

Do you teach sisters?

Yes. Sisters study the same curriculum one-to-one from home, with scheduling arranged around their week.

Last reviewed 29 July 2026 by Shaykh Hafiz Muddassir.