Teacher profile
I am an experienced educator and researcher with a professional background in international development, conservation, and global policy. My teaching practice is rooted in enquiry-led pedagogy, designed to foster critical thinking, media literacy, and self-directed learning through student-centred instruction.
Currently, I design and deliver courses at Jeju National University in the social sciences, including Global Citizenship, Intercultural Understanding, and Sustainable Development. These courses empower students to engage with complex global issues such as climate change, globalisation, and cultural diversity through the student-centred research, analysis, and evaluation. I specialise in guiding learners to consider multiple perspectives and construct well-reasoned, evidence-based arguments.
My professional background in international policy and published research in political theory provide a robust foundation for teaching interdisciplinary subjects such as Individuals & Societies, Global Perspectives, and Theory of Knowledge (TOK)
Beyond my subject-matter expertise, I offer extensive experience in EAL (English as an Additional Language) across primary, secondary, and tertiary levels. During a six-year tenure at Jeju National University of Education, I taught pre-service teachers in pedagogy, academic writing, and presentation skills within collaborative, learner-centred environments. I am passionate about bringing real-world global issues into the classroom to prepare students for the challenges of a rapidly changing world.
What does it mean to be a global citizen in today’s interconnected world, and how can individuals contribute to a more just and sustainable society? This interactive, student‑centred course explores global citizenship through the United Nations’ 17 Sustainable Development Goals, using group activities, reflection, and discussion to connect global challenges to students’ lives and communities at Jeju National University. Students critically examine their role in building a fairer world and design a Global Citizenship Action Project, a small but meaningful initiative in the local community, presented as part of the final assessment. With self‑selected discussion topics, instructor‑curated readings, and hands‑on practice, students will leave the course with a clear, practical understanding of global citizenship and how to apply it to real‑world issues on Jeju Island.
In today’s interconnected world, the ability to understand and communicate across cultures is more vital than ever. This interactive, discussion‑based course builds intercultural understanding and communication through weekly global case studies, with special focus on minority and threatened communities such as Palestine, Mozambique, Ecuador, Bhutan, and Jeju Island. Students reflect on their own identities while exploring how globalisation, cultural change, and identity shape both global society and Jeju’s local culture. As a student‑centred course, participants also prepare and lead their own discussion topics, deepening their engagement with cultural diversity. By the end, students will have a richer, more critical understanding of what intercultural understanding means—and why it matters in an increasingly globalised world.
What is sustainable development, and how do real‑world destinations put it into practice? This English‑language course uses Jeju Island—a UNESCO “Triple Crown” site (World Heritage, Biosphere Reserve, and Global Geopark)—as a focal point to investigate how islands and tourist destinations worldwide are tackling sustainability in an age of mass tourism. Through an enquiry‑based, student‑centred approach, participants explore global case studies, engage in group discussions on development issues of their choice, and design and present an activity that shows sustainable development in action on Jeju. By the end, students gain a deeper understanding of sustainable tourism and learn how UNESCO designations can serve as practical tools for sustainable development.
How does popular culture shape the contemporary world, and what does the Korean Wave reveal about global power in the twenty‑first century? This English‑language, enquiry‑based course explores the role of popular culture through case studies from Asia, Africa, Europe, and the Americas, with a focus on K‑pop and K‑drama as symbols of rising non‑Western cultural influence. Digital platforms like Netflix and YouTube are examined as engines of cultural globalisation, creating transnational audiences and markets, while Joseph Nye’s concept of soft power helps students analyse how cultural influence reshapes consumption, education, migration, and geopolitics. Through interactive, student‑centred learning and student‑led discussions on self‑selected topics, participants will develop a critical understanding of global cultural movements as clear indicators of shifting world power.
This place‑based course helps students connect with Jeju Island within the broader context of South Korea through guided walks to sites of social, historical, cultural, and ecological significance, led by Darren when weather allows. Back in the classroom, students reflect on these shared experiences in active, discussion‑driven sessions that explore what Jeju, and Korea, offers international students from cultural, social, and everyday perspectives. Weekly, student‑led discussions range from weekend trips and local neighbourhoods to Korean food, campus life, and surprising cultural moments, while students regularly venture beyond the classroom—visiting cafés, hiking oreums, or noticing everyday cultural differences—and document their experiences in a weekly workbook, then lead short, interactive discussions with keywords and questions to spark participation and exchange.
This interactive discussion class allows students to explore contemporary Korean society through weekly talks on trending online‑media topics. Designed for international students in Korea, the course deepens understanding of local culture, public opinion, and everyday life by critically engaging with issues such as education, immigration, declining birthrates, K‑pop, and youth culture. Instead of formal presentations or debates, students lead the conversations and introduce topics of personal interest, guiding lively discussions, and inviting questions, while Darren also contributes by introducing a weekly issue relevant to the local community.