Grant’s research explores the intersections of science education and digital technologies, including artificial intelligence and immersive learning environments, with equity as the organising principle of his work. He is currently investigating the cultural, ethical, and epistemic implications of generative AI in education across diverse contexts. His scholarship examines epistemic authority, surveillance capitalism, digital ethics, and the assumptions embedded in emerging technologies, with particular attention to how these systems can reproduce or intensify educational inequities.

Grant is also deeply engaged in addressing equity related challenges in STEM education. He studies how forms of capital, including cultural, social, and economic capital, shape student participation and trajectories in STEM. This focus supports his broader aim of identifying and dismantling barriers to equitable access, achievement, and belonging, and of developing solutions that foster more inclusive educational systems. Grant works across qualitative and quantitative methods. He is committed to using a variety of approaches to investigate the complex, layered nature of education, and to generate findings that inform policy and practice.

Grant is an Associate Editor of Research in Science Education (Q1, Springer Nature) and serves on the Editorial Board of the Journal of Science Education and Technology (Q1, Springer Nature). In 2025, he was named among the Stanford Elsevier Top 2 percent Scientists worldwide in the Education subfield, ranked in the top 600 out of over 100,000 authors. His work is widely cited across science education communities, with >3,200 citations and an h index of 18 on Google Scholar. In collaboration with colleagues, he has secured over $300,000 in research and related funding. His research has been featured nationally and internationally across the Asia Pacific, the United States, and Latin America, including ABC Radio, The Sydney Morning Herald, Eurasia Review, PsychCentral, and Science Daily, often focusing on the experiences of under represented students in STEM.