TEACHING PHILOSOPHY

As both an engineer and educator, I view teaching as a powerful tool to shape not just knowledge, but character and purpose. I believe that even the smallest action by a lecturer can spark lasting change in a student’s life. That’s why my teaching goes beyond lectures—it’s about preparing future-ready graduates who are adaptable, thoughtful, and equipped to lead in a rapidly evolving world.

In today’s global context, technical knowledge alone is not enough. Employers seek individuals with critical thinking, creativity, emotional intelligence, and collaboration skills. I design learning experiences that reflect this reality—blending project-based learning, industry exposure, and sustainability values to connect theory with practice.

I create active learning environments where students don’t just absorb information—they engage, debate, reflect, and apply it. Through self-assessments, peer evaluations, and real-world problem-solving tasks, students are encouraged to take ownership of their learning and become confident, lifelong learners.

Every student has unique strengths and potential. I uphold a dual role: I maintain high expectations and discipline in the classroom to foster respect and responsibility, and outside of it, I act as a mentor and motivator, creating a safe space where students can express themselves, make mistakes, and learn without fear.

Education must also instil compassion and a sense of responsibility to the community and environment. Initiatives like the National Sustainability Innovation Challenge (NaSIC) are more than competitions—they are platforms for students to realise their power to make a difference.

Ultimately, my goal is to nurture holistic graduates who are technically competent, emotionally resilient, ethically grounded, and prepared to make meaningful contributions to society.