Education is a transformative journey that equips learners with the skills and knowledge necessary to navigate an ever-evolving world. My teaching philosophy focuses on a learner centered approach, emphasising the development of critical thinking, analytical reasoning, and problem-solving abilities. I aim to create an engaging learning environment that empowers students to take charge of their learning. My courses concentrate on developing essential skills such as evidence exploration, analytical thinking, argumentation, and effective communication. 

I use both asynchronous and synchronous teaching models to provide students with flexible learning opportunities. This approach allows students to engage with course materials and activities at their own pace while also participating in real-time discussions and collaborations. Asynchronous activities include video lectures, discussion forums, and online quizzes, while synchronous sessions involve live lectures, group discussions, and interactive activities. In line with Outcome-Based Education (OBE), I focus on clearly defined learning outcomes that support the Sustainable Development Goals (SDGs), fostering inclusive, equitable, and quality education. This commitment ensures that students not only gain academic knowledge but also understand their roles as responsible global citizens. 

By incorporating project based, game-based, personalised, collaborative, immersive and interdisciplinary learning, I encourage students to apply their knowledge in real-world contexts. For example, in an Academic Speaking course, students might work in small groups to develop and deliver presentations on current issues, using digital tools to research and create multimedia content. This enhances their speaking and presentation skills and prepares them for the collaborative, technology-driven work environments they will encounter after graduation. I leverage technology to enrich learning experiences. In an Academic Reading course, I use digital annotation tools and interactive e-books to help students engage deeply with texts. 

Platforms like Google Classroom and Padlet facilitate collaborative discussions, promoting a community of inquiry and critical thinking. These tools enable students to annotate and share their thoughts in real time, promoting active reading and comprehension. In my Academic Writing course, I incorporate forums, online discussions, and online writing labs to provide instant feedback. Students use blogs and e-portfolios to share and publish their work, encouraging a sense of ownership and real-world application of their skills. 

Turnitin is integrated to detect instances of AI and plagiarism and to train students about academic integrity and originality in their writing, ensuring that they understand the importance of proper citation and academic honesty. For Academic Listening and Speaking courses, I employ multimedia resources, including podcasts, TED Talks, and language learning apps like Transparent Language Online, Duolingo, and Rosetta Stone. These tools expose students to various accents and contexts, enhancing their listening comprehension and speaking proficiency. Video conferencing tools like Zoom facilitate virtual presentations and discussions, simulating real-world communication scenarios. Students are encouraged to participate in online language exchange programmes, where they can practice speaking with native speakers, further enhancing their linguistic abilities. 

My teaching practices are informed by empirical research and evidence-based strategies. My PhD research on the effectiveness of Transparent Language Online demonstrated significant improvements in students’ language proficiency, which I have integrated into my curriculum. Ongoing assessments, including pre-tests, varied quizzes, assignments, projects, and post-tests, allow me to tailor instruction to meet each learner’s unique needs. 

I maintain a journal-register for students, documenting their progress and reflections throughout the course. I import this student data into Microsoft Excel and subsequently examine it using R and SPSS to generate histograms and apply various statistical tests. This detailed focus on individual assessments, test sections, and specific items ensures a nuanced understanding of each student’s journey. Incorporating the CEFR model, I track learner progress from A1 to C2, preparing them for real world challenges. This comprehensive framework equips students with the 21st century skills necessary for success in an increasingly complex global landscape. Through this blend of assessment, technology, and active learning, I strive to create an inclusive and supportive environment that inspires students to embrace challenges, nurtures their potential, and pursues their goals with enthusiasm, preparing them for a lifetime of success. 

My teaching philosophy integrates a learner-centred approach with innovative, technology enhanced strategies to create a dynamic and inclusive educational environment. By emphasising critical skills such as analytical reasoning, decision making, problem analysis, and effective communication and aligning with Outcome Based Education and Sustainable Development Goals, I prepare students to navigate real-world challenges confidently. Through a blend of flexible learning models, project-based activities, and data-driven assessments, I encourage students to take ownership of their learning while understanding their roles as global citizens. My goal is to inspire students to embrace challenges and develop the confidence to pursue their academic and professional aspirations.