Elimu ya Mtaala wa Kiislamu inaweza kugawanywa katika aina mbili: sayansi na utamaduni. Sayansi za majaribio na matawi yake zinajumuisha masomo kama hisabati na tiba, na masomo ya kiutamaduni yanajumuisha mambo kama lugha, historia na fiqh (sheria ya Kiislamu). Sayansi za majaribio na matawi yake zitakubaliwa na kujumuishwa katika mtaala, kulingana na mahitaji yake na bila vikwazo vyovyote. Kuhusu masomo ya kiutamaduni, haya yatafundishwa katika ngazi za msingi na sekondari kwa kufuata sera maalum, ambayo haitapingana na Uislamu na kanuni zake. Kuhusu elimu ya juu, tamaduni hizi zitakubaliwa na kusomwa kama sayansi nyingine yoyote mradi tu hazisababishi kupotoka kutoka kwenye sera na malengo ya elimu. Kuhusu sanaa na viwanda, kama biashara na uchumi, usafirishaji n.k., haya yatakuwa sehemu ya sayansi na yatafundishwa kama hivyo. Kuhusu sayansi zinazotokana na tamaduni fulani zinapoathiriwa na mtazamo maalum, kama uchoraji na uchongaji wa viumbe wenye uhai, haya yatakataliwa kwa kuwa yanapingana na mtazamo wa Kiislamu (uchoraji na uchongaji wa kiumbe chochote chenye uhai ni haramu).

The education of the Islamic Curriculum can be divided into two types; the sciences and the culture. Experimental sciences and their branches include such subjects as mathematics and medicine, and cultural subjects include things such as languages, history and fiqh (jurisprudence). Experimental sciences and their branches would be adopted and included in the curriculum, according to the need for them and without any restrictions. As for the cultural subjects, these would be taught in the primary and secondary terms following a specific policy, which would not contradict Islam and its rules. As for the higher education, these cultures would be adopted and studied like any other science as long as they do not lead to a deviation from the policy and the aims of education. As for the arts and industries, such as commerce and economics, shipping etc... these would be part of the sciences and would be taught as such. As for the sciences which are derived from a certain culture when affected by a specific viewpoint such as painting and sculpture of animate objects, these would be rejected since they contradict the Islamic viewpoint (painting and sculpturing of any living soul being haram).

Wanafunzi wangesoma utamaduni wa Kiislamu kwa kina katika ngazi zote, yaani hadithi, lugha ya Kiarabu na fasihi yake, pamoja na Historia ya Kiislamu. Pia wangesoma sayansi asilia, kemia, uhandisi wa ujenzi, tiba, biolojia, famasia n.k. Vyuo maalum vingeanzishwa kwa madhumuni haya katika ngazi ya chuo kikuu. Masomo mengine kama falsafa, sosholojia, historia ya kigeni, lugha za kigeni na fasihi yake, haya yangewekewa vikwazo na hayangefundishwa katika ngazi ya msingi na sekondari, kwa sababu yana vipengele vya tamaduni vinavyopingana na mtazamo wa Kiislamu. Hata hivyo, masomo hayo pamoja na dhana za Kibepari wa Magharibi, Kikomunisti na Kijamaa, pamoja na mafundisho ya Watu wa Kitabu, Mabudha, Wahindu, Maqadiani, Mabahai, na dhana za utaifa na uzalendo, ingawa yangewekewa vikwazo, yangesomwa tu katika ngazi ya chuo kikuu kwa lengo pekee la kuonyesha uongo na udogo wake. Kwa hiyo, akili za Waislamu zingelelewa tu na utamaduni wa Kiislamu na sayansi za majaribio, pamoja na kila kitu kisichopingana na ‘aqeedah ya Kiislamu. Hili lingehakikisha maendeleo ya fikra na mwelekeo wa Kiislamu kwa Mwislamu binafsi, hivyo kufikia utu wa Kiislamu. Jamii ya Kiislamu ingebaki tofauti katika fikra na tabia, na kulindwa dhidi ya upotovu na mtengano.

Students would study the Islamic culture in depth at all levels, this the hadith and the Arabic Language and its literature, as well as the Islamic History. They would also study natural science, chemistry, civil engineering, medicine, biology, pharmacy etc... Special colleges would be set up for this purpose at university level. Other subjects such as philosophy, sociology, foreign history, foreign languages and their literature; these would be restricted and would not be taught at primary and secondary levels, for they contain aspects of cultures which contradict the Islamic viewpoint. However such studies, together with the Western Capitalist, Communist and Socialist concepts, as well the doctrines of the People of the Book, the Buddhists, the Hindus, the Qadianis, the Bahais and the concepts of nationalism and patriotism, although being restricted, would only be studied at university level with the sole aim of demonstrating their falsehood and triviality. Therefore, the minds of the Muslims would only be nurtured by the Islamic culture and the experimental sciences and whatever does not contradict the Islamic ‘aqeedah. This would ensure the development of the Islamic mentality and disposition in the Muslim individual, achieving therefore an Islamic personality. The Muslim society would therefore remain distinct in its thought and behaviour and protected against deviation and disintegration.