My teaching philosophy is grounded in the belief that economics is not simply a collection of models but a way of thinking about the world. I strive to help students develop the analytical, quantitative, and critical reasoning skills needed to understand complex economic problems and evaluate evidence with confidence.

I have taught across a diverse range of educational settings, from large undergraduate classes of several hundred students to executive MBA classrooms to teaching university students alongside incarcerated persons in correctional services. Teaching in these different contexts has reinforced my belief that high-quality education should be intellectually rigorous while remaining responsive to the needs, experiences, and aspirations of different learners.

My teaching spans undergraduate and postgraduate programmes, with experience in introductory economics, econometrics, and data science for economists. I integrate economic theory with empirical applications, exposing students to contemporary research methods, causal inference, statistical programming, and machine learning. I place particular emphasis on helping students understand the assumptions underlying economic models, interpret empirical evidence critically, and communicate their findings effectively.

My approach is student-centred and research-informed. I design learning experiences that encourage curiosity, active engagement, and intellectual independence while maintaining high academic standards. Through authentic assessment and the thoughtful use of emerging technologies, I aim to prepare graduates who are technically capable, intellectually adaptable, and equipped to contribute meaningfully to academia, policy, and industry.

Across all teaching contexts, I seek to create learning environments in which students feel challenged, supported, and empowered to think deeply, question assumptions, and engage thoughtfully with the economic and social issues shaping the world around them.