Nurul Hassan is a STEM educator and education researcher whose work focuses on identity, equity, and participation in science education. He is a doctoral candidate in Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE), University of Toronto. His research examines how students navigate the cultural and institutional dimensions of STEM learning and how educational environments shape belonging, agency, and participation in science.
Drawing on interdisciplinary perspectives from science education, curriculum studies, and sociocultural theories of learning, Nurul’s scholarship explores students’ experiences in postsecondary STEM education, with particular attention to identity work, inclusion, and educational equity. His research employs qualitative and ethnographic methodologies to examine how institutional structures influence students’ engagement with STEM. He has also contributed to public discussions on education and technology, including a recent article published in The Conversation on students’ experiences with AI-generated writing in higher education.
Nurul, before his doctoral studies, taught science in international secondary schools, and for nearly a decade he taught science and biotechnology in colleges across the Greater Toronto Area. As a researcher, educator, and mentor, he aims to create inclusive STEM environments that foster curiosity, confidence, and participation in science.