Teacher profile
I am an educator and researcher with a background in international development, conservation, and global policy. My teaching is rooted in enquiry-led, student-centred pedagogy, with a focus on critical thinking, media literacy, and self-directed learning.
At Jeju National University I design and deliver social science courses including Global Citizenship, Intercultural Understanding, and Sustainable Development. Students engage with climate change, globalisation, and cultural diversity through research, analysis, and evaluation — learning to weigh competing perspectives and build evidence-based arguments. My published research in political theory and work in international policy give these courses both academic depth and real-world grounding.
I also bring extensive EAL experience across primary, secondary, and tertiary levels. During six years at Jeju National University of Education, I trained pre-service teachers in pedagogy, academic writing, and presentation within collaborative, learner-centred classrooms. This background makes me equally effective teaching language and content — an advantage in interdisciplinary subjects such as Individuals & Societies, Global Perspectives, and Theory of Knowledge.
A discussion-based, student-centred course building intercultural competence and global awareness through the UN's 17 Sustainable Development Goals. Students critically examine multiple perspectives on global challenges — climate, inequality, sustainability — connecting them to their own lives and communities through collaborative tasks, debate, and reflection.
Assessment is formative and summative throughout, culminating in a Global Citizenship Action Project: a community-based initiative on Jeju Island. Students leave with research and source evaluation skills, and a practical, confident understanding of global citizenship they can apply beyond the classroom.
A discussion-based course building intercultural competence through weekly global case studies, with focus on minority and peripheral cultures. Students explore how globalisation, cultural change, and identity shape both global society and local culture, reflecting critically on their own backgrounds and assumptions. Participants also take turns leading class discussions and debates, developing research and source evaluation skills throughout.
Progress is tracked through formative tasks — reflective journals, peer feedback — with summative assessment via a short research report or presentation at the end of each unit. Students leave with a sharper, more critical understanding of intercultural dynamics and why they matter in an increasingly interconnected world.
An enquiry-based, student-centred course using Jeju Island — a UNESCO Triple Crown site (World Heritage, Biosphere Reserve, and Global Geopark) — as a lens for investigating how islands and tourist destinations worldwide are tackling sustainability in an age of mass tourism. Participants explore global case studies and lead group discussions on development issues of their choice.
Assessment culminates in a designed and presented activity showing sustainable development in action on Jeju. Students leave with a grounded understanding of sustainable tourism and how UNESCO designations function as practical tools for development.
An enquiry-based, student-centred course exploring how popular culture shapes the contemporary world, using K-pop and K-drama as a lens for rising non-Western cultural influence. Case studies span Asia, Africa, Europe, and the Americas, with digital platforms — Netflix, YouTube — examined as engines of cultural globalisation. Joseph Nye's concept of soft power frames analysis of how cultural influence reshapes consumption, education, migration, and geopolitics.
Participants lead discussions on self-selected topics throughout, building critical thinking and source evaluation skills. Students leave with a sharper understanding of global cultural movements as indicators of shifting world power.
A place-based course connecting international students with Jeju Island and South Korea through guided walks to sites of social, historical, cultural, and ecological significance. Back in the classroom, shared experiences fuel discussion-driven sessions exploring what Jeju and Korea offer from cultural, social, and everyday perspectives.
Students lead weekly discussions on self-selected topics — weekend trips, local neighbourhoods, food, campus life, cultural surprises — documenting experiences in a weekly workbook before sparking participation through keywords and questions. Learning regularly moves beyond the classroom: cafés, oreums, and everyday cultural encounters are all fair game.
An interactive discussion course exploring contemporary Korean society through weekly talks on trending online-media topics. Students critically engage with issues shaping local culture and public opinion — education, immigration, declining birthrates, K-pop, and youth culture — deepening their understanding of everyday life in Korea.
Students lead conversations on self-selected topics, guiding discussion and inviting questions, while the instructor contributes a weekly issue relevant to the local community. No formal presentations or debates — just lively, student-driven exchange.