What’s your role? How did you get here?

As the Editor and Team Lead for Science at OUP Pakistan, my 25-year journey in education has shaped my passion for creating impactful learning experiences.

Starting as a teacher and rising to a principal, my deep understanding of educational needs comes from hands-on experience. With a Master’s degree in Chemistry from Karachi University and a Bachelor’s degree in Education, I’ve always been driven to merge academic rigour with effective teaching methods. My time as a Hubert H. Humphrey Fellow at the University of Vanderbilt, focusing on school administration and public policy, further honed my skills.

This diverse background led me to specialize in teacher training and educational book editing, combining my love for science and education to foster learning environments that inspire both students and educators.

I am thrilled to lead initiatives that transform the way children learn and how teachers educate. My role goes beyond overseeing the publication of titles; it’s about crafting resources that revolutionize education.

I’m deeply involved in every stage of development, from conception to completion, ensuring that our content is not only of the highest quality but also innovative and engaging. By managing the Science team and collaborating across departments, I strive to create educational materials that make learning a dynamic and inspiring experience for students and provide teachers with cutting-edge tools to enhance their teaching methods.

What makes you passionate about science?

My passion for science, particularly chemistry, has been the cornerstone of my educational career. It’s the beauty and complexity of the scientific world, and its profound impact on our daily lives, that fascinates me.

As a chemist, I have always been intrigued by the way elements interact to form the building blocks of life. This led me to pursue a career in education, where I could share this wonder with others.

My role at Oxford University Press allows me to extend this passion further. I find joy in creating resources that not only educate but also inspire curiosity and a love for science in both teachers and students. The opportunity to influence how science is taught and perceived, particularly in an era where scientific literacy is crucial, is both a privilege and a driving force in my work.

What do you think science education means to learners and teachers today and how do you see it changing in future?

In my 25 years in education, I’ve seen firsthand how science education is more than just transmitting knowledge; it’s about kindling a lifelong curiosity and empowering critical thinking. To me, science education is a tool that not only enlightens learners but also equips teachers with innovative strategies to engage and inspire.

In the next phase of science education, I believe digital products will play a transformative role. I envision a future where science education breaks traditional boundaries, integrating technology and hands-on learning to address real-world challenges.

These tools offer unique opportunities to create more engaging, interactive learning experiences for students.

Imagine simulations that bring abstract scientific concepts to life, or personalized learning modules that adapt to each student’s pace and style. For teachers, digital tools mean more than convenience; they represent a shift towards personalized teaching, where resources can be tailored to meet the diverse needs of students, making education more inclusive and effective.

This evolution excites me, as it aligns perfectly with my vision of making science education not just informative, but truly captivating and accessible for every learner.

As a chemist and educator, I am excited to contribute to this evolution, ensuring that science remains a dynamic and vital part of our educational landscape, preparing students not just for exams, but for life.