Deepika Bansal is an Assistant Professor at the Indira Mahindra School of Education. She holds a Ph.D. from the Department of Education, University of Delhi. Her doctoral work lay at the intersection of history and philosophy of science, science education, and feminist theory. She is interested in theoretical and empirical investigations into the relations between science, society and education. Her research interests also include in science teacher education and chemistry education.

She has worked with school teachers, teacher educators, and curriculum designers from India and other countries in the area of science/chemistry education. She collaborated with teacher educators from Bhutan, Nigeria and Tanzania to help develop online materials for teacher professional development to be used in the countries. She has also conducted research as part of the Indian government’s initiative to understand gender-based disparities in STEM research and higher education institutions in the country.
She has been conducting teacher professional development sessions with Eklavya (Bhopal) since 2023 as part of the chemistry team.

• Ph.D.: Department of Education, University of Delhi
• M.Ed.: Department of Education, University of Delhi
• M.Sc. Chemistry: St. Stephen’s College, University of Delhi
• B.Sc. (Honours) Chemistry: Miranda House, University of Delhi

Publications

• Bansal, D., & Chari, D. (2024). Agency building with early research exposure: A study of an undergraduate science education exposure program. Journal of Research in Mathematics, Science, and Technology Education, 1(2), 101–116.
• Bansal, D. (2023). Women in science education and science careers in India. In N.V Varghese and N. Sabharwal (eds.) India Higher Education Report: Women in Higher Education (pp. 189-207). New Delhi: Routledge.
• Bansal, D. (2023). Vigyan ki nariwadi alochana aur vigyan shiksha. In H. Dewan, S. Saxena and R. Utsahi (eds.) Vigyan, Vigyan Shiksha aur Samaj. New Delhi: Vani Prakashan.
• Bansal, D. (2018). Science education in India and feminist critiques of science. Contemporary Education Dialogue, 15 (2), 164-186.
• Bose, N. & Bansal, D. (2018). Redesigning the school classroom: A case-study of Mirambika. In V. Kapur and S. Ghose (eds.) Dynamic Learning Spaces in Education (pp. 195-210). Singapore: Springer.

• 2025- Present: Assistant Professor, IMSE, Mahindra University
• 2023-2025: Lecturer, IISER Mohali
• 2022-2023: Research Associate, IISER Mohali
• 2021-2022: Postdoctoral Fellow, TISS Mumbai

Science education, science and technology studies, feminist and critical perspectives on science, chemistry education.