My educational philosophy is rooted in the belief that learning is comparable to an individual’s act of hiking unfamiliar terrain. Consequently, my role as an educator is that of a more seasoned mountaineer: to facilitate everyone’s journey toward reaching the (their) peak, not to dictate the path and push ahead unceasingly. In the classroom, I am distinguished from my students only by my specific experience in the subject’s terrain, knowledge gained through research, industry practice, and continuous professional development. Through this perspective, I aim to foster a low teacher-learner hierarchy in my classroom, an approach that student feedback confirms has been highly valued. I encourage my students to take ownership of their journey, to challenge themselves and me, while emphasising that seeking guidance and asking for support along the way is crucial, be it in the classroom or the outdoors.
My own journey as an international student has profoundly shaped my appreciation for the diverse backgrounds my students navigate. I view the multicultural classroom as a powerful asset and a stepping stone into today’s hyper-globalised world, something, I am preparing my business students to enter in due time (Caroll & Ryan, 2005). To harness this potential and encourage closer engagement, I frequently use small group teaching and aim to embed collaborative peer learning in class (based on a social constructivism, e.g. Berger & Luckmann, 1966). This strategy allows students to form their own teams, where they can interact, build intercultural understanding, and learn to leverage their diverse backgrounds, skills, and viewpoints. Within these groups, initial challenges such as gaps in language or prior knowledge become opportunities for peer support and collaborative problem-solving, transforming diversity into a distinct strength (Mills & Alexander, 2013). The growing confidence and supportive peer relationships I observe throughout a semester are strong indicators of success.
The recent spread of AI, particularly Large Language Models (LLMs), presents a new and compelling adventure. In this, students and I are embarking on a shared journey into unfamiliar territory. I see my role as a facilitator evolving as I become a co-explorer navigating this dynamic landscape alongside my students. My focus shifts towards cultivating critical digital literacy alongside subject matter expertise by teaching how to question, validate, and ethically integrate AI-generated information (Piliouras, Crasto, Dharap, Gupta, & Yu, 2025). This collaborative exploration reinforces our low-hierarchy partnership, preparing students to harness AI and LLMs responsibly as powerful tools in future careers.
Ultimately, when teaching, I see the purpose of my interventions as not being there to lecture, but to guide, mediate, and inspire. I see my teaching as the act of facilitating discovery, with deep respect for each student's unique starting point, cultural and social perspective, and their prior experience. By being mindful of potential blind spots, both theirs and my own, I aim to cultivate a learning environment where students become confident and self-sufficient, equipped to thrive in their future and on their professional and personal journeys.
References:
Berger, P.L. & Luckmann, T. (1966) The Social Construction of Reality: A Treatise in the Sociology of Knowledge. Doubleday & Company, New York.
Carroll, J., & Ryan, J. (Eds.). (2005) Teaching International Students: Improving Learning for All (1st ed.). Routledge.
Mills, D., & Alexander, P. (2013) Small group teaching: a toolkit for learning. Higher Education, 36.
Piliouras, T., Crasto, S., Dharap, C., Gupta, N., & Yu, P. L. (2025) Teaching Students Essential Survival Skills in the Age of Generative Artificial Intelligence Critical Thinking, Digital Literacy, and Cybersecurity Awareness. In 2025 Northeast Section Conference.
Image Description: Black-and-white pencil drawing of UK university students hiking with their educator facilitating from within the group. An attempt to visualise my educational philosophy. (Created with Abacus.AI)