My teaching philosophy is rooted in practice-driven research, where theoretical knowledge is deepened through hands-on experimentation and practical projects. In the interdisciplinary field of Media, Arts, and Science (MAS), constructing interactive systems requires not only the ability to translate theory into practice but also the refinement of theoretical understanding through repeated experimentation. By encouraging students to engage in continuous cycles of experimentation, analysis, and reflection, I aim to create a dynamic learning environment that fosters the development of problem-solving skills and nurtures both creativity and research capabilities.

I am committed to inspiring curiosity-driven, lifelong learning. The best way to motivate students is through self-discovery and the celebration of innovation and curiosity. In my own design practice, curiosity is the driving force behind experiments, discoveries, and novelty. I bring this same energy into the classroom, creating a positive and passionate atmosphere that students carry with them beyond their studies. I empower students to trust that the originality and relevance of their ideas are what drive meaningful impact, regardless of the size of their budget or resources.

Encouraging students to question what exists fosters proactive thinking, discussion, and learning. I challenge my students to maintain a speculative approach to everything they encounter—believing that anything can be questioned, improved, and remade. This speculative mindset opens up new perspectives and sparks debates about alternative possibilities.

In a multidisciplinary classroom, where students come from diverse fields such as design, art, engineering, and cognitive science, collaboration is key. We know more together than any textbook can offer. Students learn to appreciate the value of diverse perspectives as part of their personal and intellectual growth. I design collaborative projects that honor different skill sets, encouraging students to teach and learn from one another.

In an ever-evolving field, it is crucial to continue learning and growing. I use my own design research and art practice to renew and support my teaching. Teaching, for me, is an ongoing process of reformulation and relearning, where both the educator and students evolve together. Through all these approaches, my goal is to create an environment where students feel empowered to explore, collaborate, and push boundaries. I aim to equip them not just with knowledge, but with the curiosity, confidence, and skills to continue learning and innovating throughout their lives.