Learning beyond knowledge

In today’s fast-evolving educational landscape, especially with the rise of AI tools, education cannot be limited to transferring knowledge. Students need to develop critical thinking, self-awareness, teamwork and the ability to engage meaningfully with complex problems.

Learning should start from students’ experiences, beliefs and passions, providing them with tools to understand the world. Human interaction plays a central role in this: students learn through dialogue, collaboration and exposure to diverse voices.

Motivation as a driver of learning

Students arrive with different motivations, and part of my work is to help them strengthen and sustain these motivations. I use visuals, real examples, case studies, research anecdotes and varied interactive formats to keep students engaged.

I provide clear learning goals, structured progress and increasing autonomy throughout the module. And last, I ensure students feel valued through personalised feedback, recognition of their effort and constructive guidance.

Balancing different backgrounds and pre-knowledge

Students come with different educational experiences. To align starting points, I use formative assessments, quizzes, personalised feedback and open discussions. This helps me tailor the module to the class, supporting those who need to fill gaps and engaging those who are ready to go deeper.

Cultural awareness in the classroom

Having taught students from multiple continents, I am aware of the differences in academic expectations. I explicitly explain learning objectives, marking rubrics, and communication norms.

I encourage students to work in diverse groups to ensure they benefit from truly international learning experiences.

Different learning styles

Students learn differently, and no single approach can reach everyone. I combine theory and practical examples, abstract concepts and concrete cases, as well as lecturing and hands-on work. This balance allows both analytically oriented and experience-oriented learners to feel at ease and challenged.

Formative and summative assessment

Assessment is meaningful only if aligned with learning goals. I combine formative assessments (quizzes, Mentimeter questions, peer feedback and active exercises) with summative assessments (individual or group assignments with rubrics). Clear instructions, transparency and fairness guide my process.

Meeting students’ human needs

Inclusivity goes beyond content. Students learn better when their basic needs are met. In institutions with demanding schedules, I allow a few minutes before class to grab a snack or take a break. Small gestures can significantly impact students’ ability to focus and participate.

Supporting students through empathy and emotional intelligence

Emotional intelligence is a core part of my teaching. Conflicts in group work often arise from communication challenges or mismatched expectations. When this happens, I listen to each student and help them find constructive ways to move forward. Positive reinforcement and clear feedback help motivate students and strengthen their development.

Lecturer, facilitator, listener

Depending on the moment, a teacher must adapt. My role shifts between lecturer, facilitator, active listener and guide.

Rooted in social learning theory, I believe educators should model ethical behaviour, clarity, fairness and respect.

Creating a collaborative environment

When working with highly diverse groups, collaboration must be intentionally nurtured. Before peer feedback activities, for example, I explain what constructive feedback looks like. Once expectations are aligned, students engage independently, and the classroom becomes a shared learning space.

Continuous development as an educator

I combine academic expertise in business sustainability with strong communication and listening skills. I continuously refine my expertise through professional development such as the Dutch BKO, my research work and attending conferences and workshops on education, business sustainability, and emotional intelligence.