AACT Member Spotlight: Nourhan Ahmed



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Nourhan Ahmed. She teaches chemistry for the UAE Ministry of Education.

Tell us about yourself.

I’m Nourhan Ahmed, an enthusiastic Egyptian chemistry educator with a mission to revolutionize how science is taught. I hold a Bachelor's degree in Chemistry Education from Mansoura University (2018), a Professional Diploma in Science Curricula (2019), a specialized Diploma in Science Curricula (2020), and a Journalistic Translation Diploma from the American University in Cairo. Currently, I am pursuing a Master’s degree in Science and Education, focusing on geometric thinking and the Metaverse.

My passion lies in transforming chemistry education into something not only understandable but inspiring. I’m deeply committed to creating a global impact, unlocking the “magic” of chemistry for students—showing them that by unveiling its secrets, they can truly grasp its essence.

I’m driven by the desire to innovate, inspire, and drive meaningful change. I believe the future of education goes beyond simply imparting knowledge—it’s about sparking curiosity and empowering students to learn, explore, and lead. With a strong blend of practical experience, cutting-edge research, and an unwavering dedication to student success, I aim to contribute to a future where education ignites transformation and shapes lives for the better.

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

I became a teacher because I am deeply passionate about unlocking the potential in others and making complex concepts, like chemistry, come to life in an exciting and accessible way. My path to teaching wasn’t what I initially envisioned—I had always dreamed of becoming a doctor. However, a sudden medical setback derailed that plan, and I found myself pivoting to chemistry, a subject I had always been fascinated by.

It wasn’t until a conversation with my mother that I realized teaching was my true calling. She asked, “Are you interested in just learning science or in learning and teaching it?” That question sparked something in me. I realized that I wasn’t just eager to understand science—I wanted to share that understanding and make it come alive for others.

My high school chemistry teacher, with their infectious passion for the subject, also played a crucial role in shaping this decision. However, it was my own experiences of struggling with difficult topics in chemistry and later helping my peers understand them that cemented my desire to teach. I found true fulfillment in simplifying the complex and turning “aha” moments into everyday occurrences for my students.

Now, teaching isn’t just a job—it’s a mission. I want to inspire, ignite curiosity, and make chemistry not just understandable, but truly exciting. For me, the impact of teaching goes far beyond imparting knowledge; it’s about helping students discover their own potential and igniting a lifelong passion for learning.

You can read more about my journey in my Chemistry Solutions article.

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

As a child, I always envisioned myself in a white coat, stethoscope around my neck, standing at the forefront of life-saving decisions. I dreamed of becoming a doctor—of using my knowledge to heal, to make an immediate impact on people’s lives. I could see myself in that world, where every day brought the chance to make a real difference. But life, as it often does, had other plans.

A medical crisis struck an unforeseen twist that changed everything.

But my mother, always the beacon of wisdom, gave me a perspective I had never considered. She asked, “Do you want to learn science, or to teach it?” That simple question pierced through my despair. At that moment, I realized that my passion for healing—my desire to help people—didn’t have to end with medicine. It could live on through teaching. Instead of saving lives in an emergency room, I could help students understand the intricate beauty of science, empower them to grasp complex ideas and watch them succeed.

And so, I turned away from a traditional medical path and embraced the world of chemistry education. What I discovered was profound: Teaching became my way of healing. Guiding students through challenges, and seeing their faces light up with understanding, became my form of fulfillment. I wasn’t just teaching chemistry—I was transforming lives, just as I had always dreamed. This new calling led me beyond the classroom. I became a trainer for chemistry teachers in the UAE and started researching ways to revolutionize chemistry education.

Now, looking back, I realize that life’s curveball didn’t defeat me. It redirected me toward an even more powerful way to make an impact. Through teaching, I am not just shaping the future of chemistry education—I am healing the minds of the next generation, one student at a time.

What are you most proud of in your work?

I take immense pride in how both my students and colleagues recognize my ability to turn complexity into clarity. I have a unique talent for simplifying even the most challenging concepts, making them not only understandable but also engaging. My ability to break down intricate tasks into manageable steps ensures that no student feels overwhelmed, and no project feels insurmountable.

What truly sets me apart is my unwavering commitment to innovation. I never settle for imitating others because I believe in creating my own path. I thrive on change and challenge, consistently bringing fresh, out-of-the-box ideas that spark innovation and drive progress. Whether it's in the classroom or in a professional setting, my creative thinking and willingness to take risks lead to breakthrough solutions that make a lasting impact.

I am also incredibly proud of my adaptability and resilience. No matter the difficulty or unexpected twist, I’m quick to pivot, think on my feet, and turn obstacles into stepping stones. I approach every challenge with the mindset that there is always a solution, and I’m willing to find it—no matter how unconventional the approach.

In every aspect of my work, I’m known for my ability to transform challenges into opportunities and to get results quickly without sacrificing quality. My drive to be unique, my innovative thinking, and my adaptability are not just strengths—they define who I am and what I bring to the table. I don’t just overcome challenges—I redefine them.

Why did you become involved with AACT? What are the benefits of being involved?

My dream was always to break free from borders and connect with the world. The United States, especially, was a country I had longed to be a part of. When I entered the educational field, my mission became clear: to revolutionize chemistry education globally. I had countless innovative ideas for improving education, but I struggled to find an outlet to share them. Teaching in a single classroom felt limiting, like a bird trapped in a cage.

I knew I needed a broader platform to share my passion. That's when I found the American Chemical Society (ACS). I joined, but soon realized it focused more on chemistry than chemistry education. However, I stumbled upon the American Association of Chemistry Teachers (AACT), which provided exactly what I was looking for. As I studied journalistic translation, I discovered an opportunity to contribute by writing.

The turning point came when I was invited to write a motivational article for early-career teachers. This was the spark I needed. I became an advisor for ChemClub, and then a presenter at the ACS Spring 2025 conference. My research was selected for Sci-Mix, where it was recognized as one of the most influential. Through AACT and ACS, I found the platform to channel my passion and creativity. Now, I’m not just teaching; I’m shaping the future of global chemistry education.

How do you monitor the progress of your students? How do you ensure underperformers excel?

I monitor my students' progress through a highly personalized and efficient system using Google Docs. Each student has their own dedicated folder with a secure password, allowing them to input and save their work during lessons. This method provides real-time feedback, enabling me to address any mistakes immediately, ensuring students stay on track. Parents are also granted access to their child's folder, allowing them to follow their child's progress in real time, fostering a strong partnership between home and school. Additionally, I document each student’s behavior and performance, offering detailed observations that help me better understand their individual needs. This personalized approach allows me to quickly identify any struggles and provide tailored interventions. If a student is underperforming, I can modify assignments or provide extra resources to ensure they grasp the material. This system not only enhances communication but also ensures that every student’s unique needs are met, creating an environment where they can thrive and excel.

What is your approach to building a meaningful relationship with your students and their parents?

I have developed a teaching approach that transforms complex ideas into something students can easily grasp. I begin by introducing a challenging concept and observing their initial confusion and frustration. Then, I simplify the idea, breaking it down into a more digestible form, and the shift is immediate. Their expressions change from uncertainty to clarity, and I see the relief and excitement as they finally understand. This method not only makes the material easier to comprehend but also empowers them to tackle challenges with confidence and sparks a sense of accomplishment.

When I introduce myself to a new class, I make it clear that I am not just their teacher but their ally. I emphasize that I am available to them, even outside of school hours. My classroom is a space where I lead with warmth, humor, and a genuine interest in their lives. I connect with my students on a personal level, taking time to understand what matters to them. This creates a learning environment where they feel comfortable and supported, knowing that I am the teacher who will always be there to help them through their struggles. Over time, they begin to trust me, and that trust extends to a deep love for the subject itself.

By fostering emotional connections, I create a supportive environment where students feel seen and valued. This bond extends to their parents, who feel reassured that their child is in a space where learning is about growth, understanding, and real-life application. In the end, my students leave with not just knowledge but confidence, a love for learning, and a belief in their potential.

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

In my five years of teaching, I haven't encountered a lesson that was too difficult to teach, but I’ve noticed that certain topics, like electronic configuration in grade 10, tend to be challenging for students. When students first encounter chemistry and begin learning about electron arrangement, they often struggle to remember the order of sublevels like 1s, 2s, 2p, etc.

To simplify this concept, I use a step-by-step approach. I start by writing “S” on the first line to represent the first sublevel. In the second line, I add “P” to show the next sublevel, and so on. This process continues with “d” and “f” sublevels, helping students visualize the structure.

The key to helping students understand the order of sublevels is in how we count them. I teach them that "S" begins with the first energy level, so the first sublevel is 1s. Then, "P" starts with the second energy level, so it’s 2p. For "d," it starts with the third energy level, so it’s 3d. Finally, "f" starts with the fourth energy level, so it’s 4f.

This method allows students to see the progression of sublevels clearly, reducing confusion and making the process more logical. By organizing the sublevels in this way and emphasizing the numbers, they can quickly understand and recall the correct electron configuration for each element.

By simplifying the process and breaking it into clear, manageable steps, I help students overcome their initial confusion and grasp the concept with ease, making the learning experience more accessible and engaging.

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

I monitor my students' progress through a highly personalized and efficient system using Google Docs. Each student has their own dedicated folder with a secure password, allowing them to input and save their work during lessons. This method provides real-time feedback, enabling me to address any mistakes immediately, ensuring students stay on track. Parents are also granted access to their child's folder, allowing them to follow their child's progress in real-time, fostering a strong partnership between home and school. Additionally, I document each student’s behavior and performance, offering detailed observations that help me better understand their individual needs. This personalized approach allows me to quickly identify any struggles and provide tailored interventions. If a student is underperforming, I can modify assignments or provide extra resources to ensure they grasp the material. This system not only enhances communication but also ensures that every student’s unique needs are met, creating an environment where they can thrive and excel.

What fuels your passion for science and teaching?

What truly fuels my passion is the dream of transforming chemistry education on a global scale. This vision is what drives me every day to explore innovative approaches that make learning chemistry more accessible, engaging, and impactful. However, the spark that ignited this fuel came when I began working with organizations like the ACS and AACT. These platforms gave me the opportunity to not only share my ideas and present my research but also to engage in meaningful exchanges with chemists and educators from around the world.

Being part of these global communities has allowed me to connect with like-minded professionals who share my commitment to advancing chemistry education. Whether through virtual collaborations or in-person events, I’ve found a space where my voice matters—a place where I can contribute fresh perspectives and learn from the experiences of others. The ability to exchange knowledge on a global scale has reinforced my belief that education is a universal tool for change.

Every step I take in this journey, from presenting at international conferences to brainstorming solutions with educators worldwide, brings me closer to my goal of making chemistry education not just a subject, but a transformative experience for students everywhere.

In three words, what would your students say they learned from you?

Creativity, Challenge, and Determination

If you could pass on one word of wisdom to other chemists what would it be?

“Determination.”

Determination is the driving force that keeps us moving forward, even in the face of setbacks or failures. In chemistry, breakthroughs often come after countless trials, experiments, and revisions. It’s the determination to never give up on an experiment, no matter how many times it fails, and to always find a new approach. Whether you're solving a complex problem, pushing the boundaries of research, or inspiring the next generation of scientists, determination is what fuels progress. It’s the key to overcoming obstacles, exploring uncharted territory, and achieving success against the odds.

The wisdom that powers me is "I never lose, I either win or learn."

This mindset has been my guiding light, especially in the challenges I face as a teacher and a researcher. Every obstacle is an opportunity for growth, and every setback is simply a lesson in disguise. In chemistry, where experiments don't always go as planned, this perspective helps me stay resilient and keep pushing forward. It's about embracing mistakes, learning from them, and using those lessons to improve. Whether I’m presenting new ideas, experimenting with innovative teaching methods, or tackling complex research projects, I know that each experience—win or not—brings me closer to success. This mantra fuels my passion, strengthens my determination, and encourages me to always evolve and grow.