I am responsible for teaching, preparing teaching materials, planning lessons, creating assessments and providing constructive feedback to support student development. I employ constructive alignment approach to demonstrate my teaching goals, allowing me to monitor progress and adapt my teaching methods accordingly and I ask students to use flipped and active learning in my classes. I also prioritise flexibility and sensitivity to meet individual student needs and backgrounds. I collaborate closely with international students to effectively support their learning. I work diligently to create an inclusive classroom environment by setting clear expectations for respectful behaviour, active listening and open-mindedness, encourage students to embrace diversity and engage in dialogue about different perspectives, valuing diverse perspectives and experiences. Inclusivity and flexibility principles promote access to higher education and equality in terms of retention, attainment, and students’ progression. The inclusive nature of my teaching environment aligns with the value of diversity within the UKPSF.

Incorporating global examples into my teaching materials serves the dual purpose of making complex concepts more relatable and creating a sense of belonging among students. To illustrate this, when a student from Qatar inquired about the connection between triangles and architectural engineering, I offered a pertinent example: the design of the new stadium in Qatar for the World Cup in 2023, where triangles play a central role in the façade's structural integrity. This real-world, global reference not only elucidated the concept but also made it more engaging and relevant for the student.