25+ Years | English & Islamic Studies Educator | IELTS Band 8 | 3 Master’s Degrees | 99.9 Percentile (GAT) | Course Supervisor & Logical Problem-Solver
Who I Am
I am not a typical English teacher. I am a dual-specialist educator who bridges three worlds: language instruction, Islamic Studies, and educational problem-solving. My career has been defined by adaptability, leadership through crisis, and a relentless focus on making learning visible—whether on a whiteboard, through Excel logic, or via custom-built digital tools.
For much of my university career, I wore three hats simultaneously: Course Supervisor, eLearning Coordinator, and Statistics Analyst for course reports. I didn’t just teach—I built the systems that made teaching possible.
Links to My Blog Archive and CV here
Read My Blog Archive here and CV here
The Two Teachers Who Shaped Me
Great educators are not born. They are shaped by great teachers.
The first was my South African principal in the 1990s. He walked into my Islamic Studies classroom and changed everything. “Stop lecturing. Start visualizing.” He taught me to use mind maps, diagrams, and flowcharts—to make the invisible visible. That lesson has stayed with me for three decades.
The second came decades later. When I decided to pursue my TEFL Level 5 Diploma, I didn’t expect to be transformed again. But my TEFL instructor became only the second person I have ever truly admired as a teacher. She didn’t just deliver content; she modeled excellence. I took TEFL not because I needed certification—I’ve been teaching for 25 years—but because I wanted to refresh my skills and challenge myself. What I received was inspiration. She reminded me what great teaching looks like, and I carry her example into every classroom I enter.
My Story in Brief
I began my career as an Islamic Studies teacher in 1996. My South African principal trained me to use mind maps and diagrams to visualize complex concepts—a methodology I carry to this day.
In 1998, my school asked me to transition to English teaching. I said yes. That decision shaped the next 25 years.
I moved to Saudi Arabia in 2002. Here, I discovered a new passion: technology. I took up programming and front-end development as a hobby, teaching myself to think in code and build digital tools. This hobby wasn’t about becoming a developer—it was about understanding how systems think, so I could build better solutions for my students.
The Three Hats with Teaching: Course Supervisor, eLearning Coordinator, Statistics Analyst
I joined Najran University in 2007. Soon, I wasn’t just teaching—I was leading.
As Course Supervisor for Technical Report Writing, I coordinated the subject across multiple instructors, ensuring consistency, quality, and alignment with learning outcomes. My working relationships were excellent because I didn’t just assign work; I supported my colleagues and solved their problems.
Then came the NCAAA accreditation requirements. Suddenly, every course report needed detailed results statistics and analysis. For the English faculty—language teachers, not statisticians—this became a nightmare. Spreadsheets piled up. Deadlines were missed. Frustration grew.
That’s when I stepped in.
As Statistics Analyst for Course Reports, working closely with the Quality Unit, I built automated Excel systems that transformed how we analyzed student performance. But this wasn’t about mathematical genius—it was about logical thinking, pattern recognition, and problem-solving. The same skills I used to visualize Islamic history on a whiteboard, I now used to visualize learning outcomes in spreadsheets.
I solved the NCAAA reporting crisis for my colleagues. What had been a source of stress became a streamlined process. Data that took days to process now took hours. And more importantly, we could finally see—through heat maps and visualizations—exactly where our students were succeeding and where they needed help.
At the same time, I wore my third hat: eLearning Coordinator. When the Yemen conflict disrupted education, I kept our department running on Blackboard. When COVID-19 hit, I trained dozens of teachers to create offline exams so no student was left behind—even without internet.
Three hats. One mission: make education work, no matter what.
The Unseen Battles: Saudization and Job Loss
In 2020, Saudization cost me my university position—on paper. But the university didn’t want to lose me. They transferred my iqama to a company, and I continued the same work—teaching, coordinating, analyzing—until 2025.
I then joined TUV Rheinland as a vocational trainer, until downsizing led me here: building my portfolio at https://azhakeem.com/ and seeking my next opportunity.
What I Offer Your School
✅ Teach English with near-native proficiency (IELTS 8) and deep linguistic expertise
✅ Coordinate courses—I’ve supervised Technical Report Writing and aligned multiple instructors toward common goals
✅ Lead eLearning transitions—I’ve trained faculty during war and pandemic
✅ Solve your data problems—I built systems that turned NCAAA reporting from a nightmare into a streamlined process
✅ Support Islamic Studies through English, grounded in my MA in the field
✅ Develop curriculum that is CEFR-aligned, visually engaging, and results-driven
✅ Bring a technologist’s mindset—my front-end development hobby means I understand how digital tools work, not just how to use them
My Teaching Philosophy
I believe in three things:
- Make it visible. Whether on a whiteboard or in a spreadsheet, students learn when they can see the connection.
- Solve the problem, not the symptom. My Excel system wasn’t about faster results—it was about understanding why students struggled.
- Never stop being a student. I took TEFL at 50+ because great teachers never stop learning. My TEFL instructor inspired me; I hope to inspire others.
Open To
Full-time English teaching roles in international schools, with the ability to also support:
- Course coordination & supervision
- Exam coordination & data analysis
- E-learning implementation & faculty training
- Curriculum development
- EdTech integration
- Quality assurance & course reporting
📧 ab***********@gmail.com
📞 +966 59 ******8
🌐 https://azhakeem.com/
📍 Riyadh, KSA | Transferable Iqama
What Makes Me Different
| Category | At a Glance | |||||
|---|---|---|---|---|---|---|
| Academic Excellence | IELTS Band 8 (Near-Native) | 3 Master’s Degrees: Islamic Studies, English Literature, English Linguistics | 99.9 Percentile (GAT) | |||
| Teaching Experience | 23+ years in KSA (Schools & Universities) | English Language (ESL, Technical Writing, IELTS Prep) | Islamic Studies (1996-1998) | |||
| Leadership Roles | Course Supervisor (Technical Report Writing) | eLearning Coordinator (Yemen Conflict & COVID-19) | Statistics Analyst for Course Reports & Quality Unit | |||
| Crisis Leadership | Helped the department run online during the Yemen conflict | Led digital transition through the pandemic | Trained faculty for offline Blackboard exams | |||
| Problem-Solving Impact | Built Excel system automating results for 1,000+ students—not from math expertise, but logical thinking and analysis | Kept the department running during Yemen conflict | Reduced processing time from days to hours | |||
| Curriculum Development | Authored chapter on paraphrasing, note-making & summary writing | Headed the committee for Technical Writing book | CEFR-aligned curriculum design | |||
| Technical Skills | Advanced Excel (self-taught through logic) | Blackboard LMS Admin/ Offline Exam Design | Front-End Development (Hobby)/ | AI Prompt Engineering/ | WordPress LMS | Online gamification and quizzes |
