Q&A with Zahra Alomani

Zahra Alomani is a Policy Studies in Education MA student (class of 2024).

Zahra in front of a tree covered in flowers. She is wearing a white dress and a pink headscarf.

Tell us about your route to UCL.

I completed my undergraduate degree in Politics and Economics at SOAS, where I developed a strong interest in understanding how wider societal, political and economic structures influence people's lives.

After graduating, I joined Teach First and trained as an English teacher, completing my PGCE at IOE, UCL’s Faculty of Education and Society. Teaching made me increasingly curious about the relationship between policy and classroom practice, leading me to pursue further study at UCL.

What are your motivations for pursuing a graduate-level qualification?

My motivation for pursuing a graduate-level qualification stems from a desire to make sense of the challenges I experienced while teaching. I wanted to understand the macro processes — how education policy is created, how it shapes practice, and how it affects students and teachers.

Studying at a higher level allowed me to critically examine these systems and reflect more deeply on my own experiences.

Why did you apply to UCL for graduate study?

I applied to UCL because of its world-leading reputation in education and my positive experience there during my PGCE.

IOE is known for its critical approach to education policy and practice, which aligned closely with my interests. I knew it would offer the intellectual environment and research expertise I needed to explore the issues I cared about in greater depth.

What is the best thing about your course?

The best thing about my course was the quality of the teaching and the richness of the discussions. The tutors were incredibly knowledgeable and supportive.

Being part of an international cohort meant that seminar discussions were thought-provoking, exposing me to different global perspectives on education. The course also introduced me to a sociological lens, which helped me to problematise and make sense of issues in education that I had instinctively felt uncomfortable with during my teaching experience.

One particularly valuable aspect was the encouragement to develop and express my own perspective through theory. The course gave me the critical tools to articulate my ideas with confidence, and the chance to engage with leading academics in the field was incredibly inspiring.

A highlight was when one of my tutors invited me to contribute an essay to her book — an opportunity that made me feel recognised and supported as a developing researcher.

What do you find interesting about your field of study and what inspires you?

I am interested in how education policy is shaped by political, economic, social, and cultural forces, and how it is interpreted differently in practice.

Our understanding of education is constantly evolving.

I am inspired by the potential of research to advocate for greater equality and justice, and by the belief that the education system should empower both students and teachers, allowing teachers to fulfil their moral purpose and passion rather than being constrained by policy pressures.

What is it like studying in London and do you think it has benefited your studies?

As someone who has always lived in London, studying here felt both familiar and enriching. IOE’s location in Bloomsbury — at the heart of a historic and academic hub — gave me access to libraries and cultural institutions that enhanced my studies.

London’s diversity and energy also deepened my understanding of education through exposure to a wide range of perspectives and experiences.

How has your time at UCL benefitted your career?

Completing my studies at UCL strengthened my critical thinking and deepened my understanding of education policy. It made me a more reflective and research-informed teacher and school governor.

It also shaped my longer-term goal of working at the intersection of practice and policy, using research to advocate for a fairer education system.

Studying at IOE was a valuable investment. It equipped me with critical tools to better understand the education system, connected me with inspiring academics and peers, and helped shape my long-term commitment to equity and impact in education.