Award-Winning AA Graduate | 3+ Years Experience | Architecture & Design | AI Expert | Portfolio & Career Coaching | Client Management

Find out more about Abdullah

• When did you develop an interest in your chosen field and in private tutoring?

  I’ve always had a strong imagination and natural skills in making things. From a very young age, I was constantly sketching, drawing, and even making conceptual models out of clay. Back then I didn’t realise that my passion for art could be shaped into a professional career, until I discovered architecture. Studying at the AA cemented that path, and tutoring grew naturally out of it- I found myself helping peers and younger students, and I realised how much I enjoy supporting others in unlocking their potential.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach architecture and design, which covers concept development, technical drawings, visualisation, portfolio preparation, and urban strategy. But what makes me unique are two things. First, I help students bridge the gap between academia and professional life. I bring in detailed, realistic knowledge about practice- how to make portfolios interview-ready, how to articulate design clearly, and how to be efficient in producing sketches and diagrams for real-world meetings as well as cheats and shortcuts. Second, I place a huge emphasis on design narrative. At the AA, I was trained to think of design as storytelling, and I pass this on to my students: What’s your concept? Why this material palette? How does your project respond to its context? For me, architecture is about jumping between scales- from the detail of a wall joint to the scale of a city- and solidifying a story that holds it all together.

• Did you have any role models; a teacher that inspired you?

  Yes. At the AA, I had tutors who didn’t just teach architecture as drawing and building, but as a way of thinking critically and strategically. They showed me how design could respond to wider environmental, social, and political issues. That mindset inspires how I teach today- not just focusing on the project itself, but the bigger picture it sits within.

• What do you think are the qualities required to be a good tutor?

  Patience, empathy, and clarity are essential- but I’d add two more. A good tutor needs realistic knowledge of the industry and the demands of the market, so they can help students translate those demands into strengths and unique selling points in their interviews and portfolios. And secondly, a balance between academic knowledge and professional knowledge is vital. Architecture is both intellectual and pragmatic, and a tutor should reflect that by helping students think strategically at every level.

• Provide a valuable anecdote related to your subject or your days at school.

  One phrase that has always stayed with me came from the head of my first-year studio: “Your work needs to be understood by a five-year-old child. If your work cannot be understood by a five-year-old child, then you’re not an architect.” The message was simple: clarity is everything. Diagrams, drawings, colour schemes, and line weights must be simplified to the point where anyone can read them. Only architects with truly strong design and communication skills can achieve that- and it’s something I’ve worked hard to develop and now teach my students.

• What were the difficulties or challenges you faced or still face in your subject?

  The biggest challenge has always been balancing different perspectives and recommendations. In architecture, you might receive input from structural engineers, environmental consultants, tutors, or critics- and you need to synthesise all of that into a coherent design. Even in academia, your thesis or technical work needs to integrate into your main project. That balance, alongside long hours and tight deadlines, is tough. The real challenge, though, is staying confident, being realistic about expectations, and learning to manage them effectively.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  For me, what you call teaching, I call leading. Teaching is a two-way street- I share knowledge, but I also learn constantly from my students. That exchange of ideas and fresh perspectives is something I value deeply. My passion lies in guiding students to discover their design voice and build confidence. Whether it’s in design storytelling, sustainability, or professional preparation, I see teaching as the perfect platform to combine leadership, creativity, and mutual growth.

• What makes you a Superprof?

  What makes me a Superprof is a combination of narrative and breadth of knowledge. First, I help students strengthen their design storytelling- making sure every project has a clear, compelling narrative that ties concept, materiality, and context together. Second, I bring a wealth of experience across both academia and professional practice, having worked on projects in the Middle East, Europe, and Asia across all RIBA stages. This balance allows me to prepare students not just for academic success, but for real-world careers in architecture.