As an educator, I strive to make economics not only comprehensible, but personal, reflective, and alive.

In my courses on environmental and development economics, I integrate visualization, storytelling, and emotional resonance to support student learning. But beyond techniques, my guiding conviction is that students are not passive recipients of knowledge—they are active participants in making meaning. My goal is to empower students to use the analytical tools of economics to engage with the complex, value-laden challenges of our time.

Recently, I designed and taught a graduate-level course on Climate Change Economics and Policy, born from the dual disruptions of global climate crisis and the rise of AI in higher education. This course blended rigorous economic theory with participatory learning: students conducted simulations of international negotiations, designed climate adaptation policies, interacted with AI as dialogic partners, and went on a field trip to observe green industrial transitions firsthand. One-third of the course was devoted to interactive activities, including reflective writing, policy games, and group design work.

I encourage students to bring their identities and experiences into the classroom. For example, I ask them to write about their personal journey with climate change, or to confront the ethical implications of discount rates in long-term policymaking. I also guide them in talking with AI, not just using it as a tool—training them for a future where conversational technology will shape public discourse.

I believe that the value of education lies not just in skill acquisition, but in transformation. When students reflect on their place in the world—and gain the confidence to act—that’s when teaching has made a lasting impact.