Merian Fernando

Monash College
Teacher Diploma of Business

Reimagining business as a force for good

By blending subject knowledge with compassion and curiosity, Merian empowers students to see business not just as profit-driven, but as a tool for positive change. Through pathways education, she helps students find their voice, think bravely, and step into the world ready to lead with courage and heart.

What does ‘being a changemaker’ mean to you personally?

Being a change-maker in business teaching means preparing students not just to succeed in business as an isolated pursuit of profit, but to understand and harness business as a force for good, unveiling what business can become. It’s about inspiring, equipping, and empowering students to drive positive transformation within organisations, across industries, and throughout society.

What would surprise your younger self most about what you do now?

My younger self might have imagined a more traditional path – one focused on just teaching content. While subject knowledge is essential, I’ve come to realise that how it is delivered, and how students use that knowledge to become part of the solution rather than the problem, matters even more.

I place great value on the affective dimensions of pedagogy, striving to move beyond mechanistic or tokenistic approaches to teaching and learning. Educational competition should never lead to division, despair, or disengagement. Instead, it should inspire excellence through collaboration, curiosity, and compassion.

Education is not just a career for me; it is a calling.”

Was there a turning point that brought you to becoming an educator, or did you always know you'd end up here?

I didn’t always know I would become an educator, but the experiences along my journey made it feel inevitable. Early on, I realised the profound power of education, not only to transmit knowledge, but to shape perspectives and possibilities.

Over time, my passion for teaching intertwined with a growing commitment to social justice and educational research at Monash, revealing that education is more than a career for me; it is a calling. The turning point came when I recognised that teaching could be both my passion and my platform – a way to live my purpose and contribute meaningfully to the world around me.

How would you explain your role to someone who’s unfamiliar with pathways education?

In pathways education, we focus on building bridges; between prior learning and university study, between academic skills and real-world application, and between students’ potential and their future aspirations. Through an inclusive, student-centered, and socially conscious approach, I aim to empower students to see themselves not only as learners but also as capable, contributing members of both their academic communities and the wider society they will engage with at university.

What does being a teacher allow you to do that nothing else can? Was there a moment you realised that your work as an educator goes beyond what happens in the classroom?

Through teaching, I strive to empower students to see themselves as capable, reflective, and contributing members of their communities, shaping minds and hearts in ways few other roles can. It is a true honour and joy when students approach me outside the campus, even years later, to share how certain moments from our time together have stayed with them. Those encounters remind me of the lasting influence of genuine connection in education.

What do you hope your students remember about you 10 years from now? What mindset do you want your students to carry into their careers?

Ten years from now, I hope my students remember me as someone who respected them for who they are, believed in their potential, and made learning meaningful, purposeful, and humane. Above all, I hope they remember that I valued their voices, celebrated their differences, and appreciated their willingness and kindness. I also hope I encouraged them to carry these qualities forward in their own lives.

I want my students to carry a mindset of curiosity, courage, and conscience into their careers. Curiosity to keep asking better questions, to learn continuously, and to see uncertainty as an opportunity rather than a threat. Courage to challenge the status quo, to take responsible risks, and to lead with authenticity even when it’s not easy. I hope they have the awareness and understanding to remember that business decisions always have a human and environmental impact beyond profit. Ultimately, I want them to view business as a living system, something they can shape to be more inclusive, sustainable, and compassionate. If they enter their careers with that blend of critical thinking, creativity, and ethical purpose, they won’t just adapt to change; they’ll become the change.

What’s something about Monash that would surprise people in a good way?

Monash is my academic home. It’s where I studied, now work, and feel proud to represent.

Above all, Monash can be the birthplace of brilliant futures, not just for personal achievements, but for driving meaningful societal transformation. While the size of the Monash group is undoubtedly impressive, what’s truly remarkable is the transformative nature of a Monash education. It’s not just about numbers; it’s about the way education reshapes perspectives, encourages critical thinking, and equips students to create meaningful change across disciplines and borders.