Shihab is a graduate from the Masters in Education Studies programme...

Tell us a little bit about your background...

I was born and raised in a small marginalized village called Marjana, located on the banks of the Diyala River in Diyala Province, Iraq. Growing up in a rural area where access to quality education was limited shaped my understanding of the importance of education from an early age. During intermediate school, I decided that I wanted to become an English language teacher because I admired my English teachers and noticed how many students struggled with the subject. I believed that learning English could open doors for students in communities like mine.

After secondary school, I travelled to Mosul in northern Iraq to study English Language and Literature. Becoming the first person in my extended family to graduate with a bachelor’s degree was a proud milestone for both me and my family. Following graduation, I worked for five years with Save the Children International in its Education Department during the post-conflict period in my area. That experience broadened my understanding of education beyond the classroom. I came to see education not only as teaching and learning, but also as policies, leadership, teacher training, equity, and the wider environment that shapes educational outcomes.

After my work with Save the Children, I applied for the Chevening Scholarship because I saw it as a gateway to deepen both my academic and professional knowledge. With my combined experience in teaching and humanitarian education work, I wanted to pursue advanced study that would allow me to contribute more effectively to educational reform in Iraq.

I chose University of Strathclyde because of its strong reputation in education studies, its research-driven approach, and its international academic environment. I was particularly inspired by the MSc Education Studies programme and its modules, including Frameworks for Understanding Learning, Thinking about Education, Education and Self-Formation in Cultural Context, Philosophy of Technology and Education, and Globalisation, Society and Education Policy. These modules aligned closely with my interests in educational reform, philosophy, and social change. Studying in Scotland had also been a long-standing dream of mine because of the country’s rich educational history and its welcoming multicultural environment.

Being selected as the only candidate from the Iraqi Ministry of Education for the 2025/26 Chevening cohort was a deeply meaningful achievement and an important step in my academic and professional journey.

Where are you working now?

I am currently working as an English language teacher in Iraqi public schools under the Iraqi Ministry of Education. In my role, I work closely with students from different educational and social backgrounds, helping them develop not only their language skills but also their confidence and critical thinking abilities.

Alongside classroom teaching, I remain deeply interested in educational development and reform, particularly in areas related to assessment, leadership, and equitable access to quality education. My experiences in both humanitarian education and public schooling continue to shape how I approach teaching and learning in Iraq.

You studied Education Studies at Postgraduate level. How did the programme set you up for your current role?

The MSc Education Studies programme significantly broadened my understanding of education and reshaped the way I think about teaching, learning, and society. In particular, the module thinking about Education, led by Karsten Kenklies, encouraged us to view almost everything around us through an educational lens. It introduced me to philosophical ways of thinking that helped me critically reflect on social realities, institutions, and human behaviour.

Another highly influential module was Education and Self-Formation in Cultural Context, which deepened my understanding of how people’s identities, values, and perspectives are shaped by what they consume daily — including culture, media, experiences, work, and social environments. This gave me a more empathetic and analytical perspective on how people think and behave across different cultural contexts.

In addition, Philosophy of Technology and Education, taught by David Lewin, opened my eyes to the powerful influence technology can have on human life and education. The course taught me to approach technology critically and thoughtfully, seeing it as a tool that should support human development rather than control it.

These intellectual and philosophical perspectives are extremely valuable in my role as an educator. They help me guide students to think critically, reflect independently, and engage more consciously with the world around them. They also shape how I think about educational reform in Iraq, particularly the importance of developing education systems that are human-centred, reflective, and socially responsive rather than purely exam-driven.

What specialist knowledge or professional skills did you develop whilst studying the programme?

The programme helped me develop strong analytical, critical thinking, and research skills, particularly in relation to educational philosophy, policy, leadership, and assessment. It broadened my understanding of education beyond schools and classrooms, allowing me to see education as a lifelong social and cultural process that shapes individuals and societies.

I also developed the ability to critically evaluate educational systems, policies, and practices from multiple perspectives. Through discussions, research, and academic writing, I strengthened my skills in communication, reflection, and interdisciplinary thinking, all of which continue to support my work as an educator and my interest in educational reform in Iraq.

Tell us a little bit about your dissertation topic...

My dissertation focused on how educational assessment can be reformed through effective leadership within the Iraqi education system. I chose this topic because it reflected both my professional experience and my long-term interest in improving education in Iraq.

Having worked both as a teacher and as an Education Community Mobiliser with Save the Children International across several districts and schools, I witnessed firsthand how assessment systems and school leadership directly influence educational outcomes. In many Iraqi schools, assessment still relies heavily on memorisation and high-stakes examinations, which can limit students’ creativity, critical thinking, and meaningful learning.

Through my research, I explored how educational leadership can play a central role in reforming assessment practices to make them more student-centred, inclusive, and development-oriented. The dissertation allowed me to connect academic theory with practical realities from the field, and it reinforced my commitment to contributing to educational improvement and policy development in Iraq.

You were a recipient of the Chevening Scholarship. How did receiving this scholarship impact your overall experience on the programme?

Receiving the Chevening Scholarship had a transformative impact on my academic and personal journey. Beyond financial support, Chevening gave me the opportunity to become part of a diverse international network of future leaders, professionals, and change-makers from around the world.

The scholarship created an environment where I could exchange ideas, experiences, and perspectives with people from different cultures and professional backgrounds, which greatly enriched my learning experience at Strathclyde. It also strengthened my confidence and sense of responsibility as someone who hopes to contribute to educational development in Iraq.

Most importantly, Chevening enabled me to pursue a world-class education at the University of Strathclyde while remaining connected to a global community committed to positive social impact and leadership.

What was the best part of studying the MSc Education Studies programme?

One of the best aspects of the MSc Education Studies programme was its strong balance between theory, philosophy, and real-world educational issues. The programme challenged me intellectually while also encouraging deep personal reflection about education, society, culture, and technology.

The support and guidance from academic staff were exceptional. Modules taught by Karsten Kenklies encouraged us to question assumptions and think critically about the world through educational and philosophical perspectives. Meanwhile, David Lewin introduced thought-provoking discussions about technology, humanity, and modern education that fundamentally changed how I view the role of technology in our lives.

Another unique strength of the programme was its international and multicultural environment. Studying alongside classmates from different countries and professional backgrounds created a rich learning experience that extended far beyond the classroom. The programme was academically rigorous, intellectually inspiring, and personally transformative.

What advice would you give to prospective students interested in applying for this programme?

I would encourage prospective students to pursue their academic ambitions in environments where they can grow both culturally and intellectually, and the University of Strathclyde provides exactly that kind of environment. The MSc Education Studies programme is not only academically enriching but also personally transformative, especially for those who are passionate about education and social change.

I would also advise students to remain open to new perspectives and experiences throughout the programme. Engaging with different cultures, ideas, and ways of thinking is one of the most valuable parts of studying internationally. Most importantly, believe in your journey and your potential, regardless of where you come from, because education can truly change lives.