"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." — Albert Einstein

Throughout my PhD journey, I have been deeply involved in collaborative educational and research initiatives across Edinburgh College of Art (ECA), undertaking roles including tutor, organizer, co-organizer, and fundraiser since 2015. This broad engagement has enabled me to explore and integrate diverse methodologies that address the complexities of value creation within data-driven innovation, effectively bridging theory and practice.

Since 2018, I have taught and supervised postgraduate groups in Master’s courses such as Design with Data and Digital Media Studio Project, nurturing students' ability to harness data as a narrative and design tool. I have also co-organized impactful workshops and symposiums—including DataVisFest, the [Digital Practices] Symposium, and the [3D Blockchain] workshop during the Festival of Creative Learning. These activities were thoughtfully planned and critically reflected upon, enriching my understanding of how values intersect within digital economies and data-centric societies.

Teaching and research have presented important challenges that have reinforced my commitment to continuous growth. Guiding students in translating complex data into meaningful, design-relevant narratives requires careful and nuanced mentorship. Simultaneously, my research navigates technical, ethical, and social challenges—including data vulnerability, interpretation, and precision—which inform my ongoing efforts to develop innovative teaching strategies that better support both learners and researchers.

My teaching philosophy is grounded in bridging research, education, and practice, emphasizing process and values as central themes. I am dedicated to fostering synergies among these interconnected domains to enhance learning outcomes and real-world impact.

Key questions guiding my future work include:

• Bridging Research, Education, and Practice: How can these realms be seamlessly integrated to enrich learning experiences and practical applications?

• Narratives in Contemporary Digital Humanities: How can we develop meaningful narratives anchored in the critical role of data within digital humanities and design?

Early in my tutoring career, I focused on supporting students’ conceptual development using technical design software, notably Rhino and Grasshopper. I initially taught parametric algorithms as part of the undergraduate Design Studio 3 course at the School of Architecture and Landscape Architecture. In my subsequent year, I co-tutored Architecture Design Studio 3, taking a more hands-on role in guiding coursework, design development, prototyping, and final exhibitions.

As a contracted tutor, I have systematically documented and refined effective teaching methods by integrating top-down, bottom-up, and practice-led approaches. These strategies have been informed by my teaching experiences, research, observations of senior tutors, consultations with professional educators across ECA, and thorough review of official University of Edinburgh teaching frameworks. My success in engaging students from diverse demographic and academic backgrounds reflects my enthusiastic commitment to teaching, learning, and fostering positive interactions with staff and students.

I employ a variety of communication platforms—such as Learn, Slack, and Facebook—to create focused groups that streamline interactions and encourage ongoing engagement. By integrating coursework into students’ daily routines, I have observed increased involvement and course integration. After tutorials, I ensure clear communication by providing concise summaries and expectations via email and social media. I encourage active participation, note-taking, and provide references across multiple media formats to accommodate diverse learning preferences.

My dedication to student success is demonstrated by positive feedback from students across all courses I have taught, and I was acknowledged in the final submissions for Architecture Design Studio 3 in 2017. To continually enhance the learning experience, I meticulously document challenges, opportunities, and potential improvements for each course. I have also applied for the Higher Education Academy (HEA) Fellowship, underscoring my commitment to ongoing professional development.

My evolving teaching philosophy emphasizes a student-centered approach, fostering supportive and motivating environments where students learn through doing—developing the skills and methodologies necessary for careers in both academia and professional practice. Key components of this approach include:

1. Providing comprehensive learning materials that stimulate critical design thinking.

2. Encouraging rich dialogue through discussions, brainstorming sessions, and student self-assessment.

3. Promoting experiential learning and teamwork via prototyping and multi-stage problem-solving.

4. Supporting interdisciplinary collaboration and active participation in academic events university-wide.

5. Emphasizing the contribution to knowledge, practice, and the subject through narrative-driven design thinking.

6. Extending the course experience beyond assignments by introducing platforms for sharing and exploring critical design and research approaches, including competitions, residencies, and collaborative workshops.

As a project supervisor, I have developed detailed project briefs and designed weblogs for effective communication, progress tracking, and submission management. More information about the courses I have taught—including Architecture Design Studio 3, Design with Data, and Digital Media Studio Project—is available via the provided links.