AACT Member Spotlight: Iman Elhusseini



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Iman Elhusseini. She teaches chemistry at Emirates School Establishment in the United Arab Emirates.

Tell us about yourself.

I'm an interdisciplinary educator, science communicator, and curriculum specialist with a background in chemistry and a passion for integrating art, culture, and technology into learning. I currently work as a STEAM coordinator, assessment leader, and chemistry teacher at the UAE Ministry of Education. I actively engage in action research, educational innovation, and sustainability projects. I design and implement systems that assess program effectiveness, track progress toward strategic goals, and inform data-driven decision-making in schools. My work supports continuous improvement across curriculum delivery, teacher training, and school development initiatives.

Over the years, I've had the honor of receiving excellence awards for my contributions to The Science Education, and I've also presented internationally on the role of AI and interdisciplinary thinking in curriculum development. I'm also a National Geographic Certified Educator and recently founded a wellness brand that blends historical narratives with sensory self-care.

My work is deeply rooted in storytelling, inquiry-based learning, and empowering both students and teachers to think across disciplines. I'm always exploring creative ways to make education more meaningful, culturally relevant, and future-ready.

Why did you become a teacher? Did you always want to teach?

I may not have initially set out to become a teacher, but over time, I came to understand the profound depth of the teaching profession. Being a teacher carries with it a cultural and personal legacy-one that resonates with childhood memories and a deep connection to heritage.

I don’t just see myself as an educator; I see myself as an inspirer. I thrive on being part of shaping future generations, understanding how they think, and evolving alongside them. Teaching allows me to remain connected to contemporary ideas, creativity, and constant renewal.

I never truly feel like I’m growing older, as long as inspiration and innovation continue to be part of my journey. And while I may one day step away from the classroom, I know I will still be creating, inspiring, and contributing through an artistic and human-centered lens, wherever I go.

Share a story from your past that led to your choosing your field of work.

When I was in high school, I was part of a joyful group of funny, creative girls. We often exchanged mini-pocket stories—short scripts filled with poetry and dramatic lines. During our theatre and music classes, we would swap roles, teaching each other how to embody the original characters with voice and feeling.

One afternoon, during rehearsal, I recited lines I had written, inspired by the spirit of the great poet Ahmed Shawqi, whose voice once echoed with the call: “O workers, work with strength and pride.”

This stage we stand on is not just wood and light—
It is a workshop of hearts,
a place where effort becomes art,
and every line spoken is a brick in the house of meaning.
Like the laborers Shawqi praised,
we, too, shape dreams with our hands,
build stories with our voices,
and inspire hope with every step we take under the spotlight.
Let us work—not just for applause,
but for the message, the unity, the craft.
Through work, we rise.

Unbeknownst to me, my sister—a chemist—had been observing from the back of the room. Later that evening, she gently pulled me aside and said something that has stayed with me ever since: “You think like a teacher—you see beyond the answer.”

That moment planted a seed.

Years later, while studying chemistry, I realized my joy didn’t come solely from understanding concepts, but from explaining them, connecting them to life, and seeing through others’ eyes. That realization led me to education—and to becoming a STEAM leader, a lifelong inspirer, blending curiosity, creativity, and cultural legacy into everything I do.

What fuels your passion for science and teaching?

What fuels my passion for science and teaching is the endless curiosity that science invites and the transformative power of teaching. Science, to me, is not just about formulas and facts—it's about asking questions that lead to discovery. It’s about understanding the “why” behind the world around us and turning complex ideas into something tangible, meaningful, and even beautiful.

But what truly energizes me is sharing that journey with others. When I teach, I don’t just deliver information—I create experiences that spark wonder. Seeing a student’s eyes light up when they finally connect the dots, or when they ask a question that opens a new path of thought, is deeply fulfilling. It reminds me that education isn’t a one-way street—it’s a dialogue, a shared exploration.

As a STEAM educator and M&E specialist, I am especially passionate about making science relevant to real-life contexts, blending it with art, culture, and technology to reach diverse learners. I believe teaching is more than a job—it’s a commitment to shaping minds, nurturing creativity, and inspiring lifelong learning.

What are you most proud of in your work?

What I’m most proud of in my work is being a pioneer—someone who dares to innovate, who lights the way for others to follow. Whether through interdisciplinary STEAM projects, integrating culture into science education, or designing systems that improve how we monitor and evaluate learning, I’ve had the honor of creating paths that didn’t exist before.

To lead in this way means accepting that true innovation often inspires imitation. At times, I’ve experienced the challenge of having my work copied or misrepresented. But I’ve learned that authenticity isn’t defined by credit—it’s defined by impact.

Ideas, when powerful, take on a life of their own—and I’ve come to believe that the essence belongs to the idea itself, not to the individual. What matters most to me is that the spark I’ve ignited continues to grow, even in others’ hands.

I’m proud that my work has inspired not only students, but fellow educators and institutions. And while the journey can come with challenges, I remain deeply committed to shaping learning experiences that are creative, inclusive, and future-focused.

Because to be a pioneer isn’t about being first—it’s about being bold enough to imagine differently, and generous enough to clear the path for those who come after.

What topic do you find hardest for students? How do you teach it?

One of the hardest topics for students in chemistry is Boyle’s Law, which describes the inverse relationship between pressure and volume. The concept is abstract for many learners because it’s not easy to visualize how invisible particles interact in a closed system.

To make this topic clear and memorable, I use a hands-on, visual approach. One of my favorite methods is the "marshmallow syringe" demonstration. I place a marshmallow inside a transparent syringe, seal the tip, and then slowly pull or push the plunger. As students observe the marshmallow expand and shrink, they see Boyle’s Law in action—volume increases when pressure decreases, and vice versa.

This simple activity sparks curiosity and opens up deep discussions about particle behavior, pressure, and gas laws in general. I also relate it to real-world contexts like vacuum packing, scuba diving, and even medical syringes—which helps students see the relevance of what they're learning.

To reinforce understanding, I combine this demo with visual aids, inquiry-based questions, and student-led explanations. Learners are then encouraged to recreate the experiment in groups, write reflective summaries, or even film short explainer videos.

Through interactive learning, cross-disciplinary connections, and peer collaboration, I turn an abstract concept into an experience students remember—and more importantly, understand.

What do you do to remain current and bring the latest science into the classroom?

To stay current and bring the latest science into the classroom, I take a proactive and interdisciplinary approach. I regularly engage in professional development programs, attend international conferences, and participate in educator networks like the National Geographic Educator Community and action research forums. These connections keep me informed about emerging trends in science, education, and technology.

I also follow reputable science journals and platforms such as Nature, ACS Education, and Science News for Students, which help me integrate real-world discoveries into my lessons—whether it’s linking climate change data to gas laws or using AI applications in forensic chemistry simulations.

In the classroom, I design project-based learning experiences where students explore current global issues like sustainability, health, and innovation through the lens of science. I also encourage students to connect what they learn to local contexts and cultural heritage, which makes the content more relevant and meaningful.

Additionally, I integrate digital tools, simulations, and virtual labs to bring abstract concepts to life, especially for topics like molecular behavior, spectroscopy, or reaction rates.

Remaining current isn’t just about content—it's also about mindset. I embrace lifelong learning and continuously reflect on how I teach, adapt based on feedback, and ensure that science feels alive, evolving, and connected to students’ futures.

How do you monitor the progress of your students? How do you ensure under-performers excel?

I monitor the progress of my students through a multi-layered approach that combines formative assessment, continuous observation, student reflection, and data analysis. I use a variety of tools—such as quizzes, interactive digital platforms, exit tickets, concept maps, and peer assessments—to track understanding in real time. These help me adjust my teaching strategies quickly and responsively.

For students who are underperforming, I ensure they’re not left behind by applying targeted intervention strategies. I analyze their performance trends to identify specific learning gaps—whether conceptual, motivational, or skill-based. Then I provide differentiated support, such as:

• One-on-one check-ins and scaffolded tasks
• Peer mentoring to encourage collaboration and confidence
• Alternative assessment formats, like oral responses or visual summaries
• Personalized feedback that highlights growth, not just mistakes

I also involve students in their own learning journeys by setting individual goals, using self-assessment tools, and fostering a growth mindset culture. Through regular reflection and constructive dialogue, students begin to take ownership of their progress.

As a Monitoring and Evaluation (M&E) specialist, I ensure that every intervention is measurable, inclusive, and aligned with learning outcomes. This means tracking not just academic scores but engagement, confidence, and participation as part of the success indicators.