"I have always believed that when the right conditions for growth are in place, people find their own way forward."

Imagine a classroom full of hands raised high, and hands that never rise at all, afraid of getting something wrong. For twenty-six years I have lived inside classrooms like this — sometimes as a teacher, sometimes as a designer, sometimes just an observer searching for an answer: why do some people take flight, while others, with the very same talent, stay grounded in the same spot? If you're reading this today, maybe you're looking for a language class — or maybe for something beyond that: a place where you can breathe and learn without anyone standing over you, counting your mistakes. A place where learning becomes a lasting pleasure.

I studied English Translation at the undergraduate level, then earned a master's degree in Linguistics from Tarbiat Modares University — but university was never the whole story. One chapter of that story goes back to the years before my master's: ten years of teaching experience across different institutes and with different age groups. Another chapter goes back to my entrepreneurial experience founding an in-person language institute in Ekbatan Town, where, before the pandemic, more than a thousand learners began their language-learning journey and reached their destination safely. Yet another chapter was the experience of training teachers — running teacher-training programs for my own institute and for more than twenty well-known institutes across the country, through which I trained more than six hundred teachers.

Throughout this whole journey, I was never only a teacher, a manager, or an entrepreneur. Part of me was always an observer in every role. And through all that observing, one thing became clear to me: for most people, the reason they never develop the language ability that matches their needs isn't talent, intelligence, interest, or persistence. The problem is hidden somewhere in the very design of the learning itself. A good teacher, a good book, impressive classrooms with every possible facility and piece of equipment — and still, the outcome isn't what it should be.

The turning point of my story came from exactly this habit of observing, and from this same question, during the pandemic — when I faced challenges unlike anything I had experienced before. I had to turn an in-person institute with more than a thousand learners into an online one. You've probably heard that the biggest opportunities always emerge from the heart of a threat. For the first time, with all its fear and risk, I had a chance to test these beliefs at real scale. I worked around the clock, researched, and studied — from the learning sciences and cognitive psychology to the design of modern educational systems. The more I read, the more I understood that a good teacher or a good book alone is not enough. What truly works is a system — a system in which content, practice, feedback, and technology all breathe together, creating a space where the learning experience itself is born as an outcome. In almost every traditional education system, the thing that matters most is given no value at all: the learner's own experience and feeling.

Out of exactly these discoveries, KishVClass was born — and over six years of relentless work, it grew to more than a hundred thousand slides, interactive assignments, and classes that were no longer isolated events but became one continuous journey. Faratar is the next step on that same path. What you see in Faratar isn't claims or borrowed lines from textbooks — it's a tested experience built on years of research, trial, and error, and ultimately, the creation of a learning ecosystem backed by scientific findings: a space where the learner's role, and the creation of a real learning cycle, are considered at every step. I believe that the true value of education isn't in transmitting information — it's in designing an experience that helps people think better, live with more courage, and learn how to remain lifelong learners. In the age of AI and Generation Z and Alpha, real learning happens somewhere beyond traditional, closed-minded classrooms.

I don't believe any institute can change someone's life; growth is a decision every person has to make for themselves. But I do believe that if we build a safe environment — with respect, real feedback, and purposeful practice that transforms the learning experience for the learner and turns them into a lifelong learner — people find the chance to discover the best version of themselves.

I hope that if your path and Faratar's ever cross, years from now you won't remember us only for a skill; I hope you remember us for the feeling you discovered about your own abilities.
Welcome to Faratar.

Shadi Ahmadi
Founder, Designer, and Developer of the Faratar Digital Learning Ecosystem