I believe the ability to learn is universal, but the skills needed to navigate, evaluate, and organise information must be developed. In an age of information overload, teaching plays a crucial role in helping students sift through clutter and engage meaningfully with knowledge. My goal as an educator is to equip students with the tools to learn independently, think critically, and approach science with curiosity and confidence.

My teaching combines diverse pedagogical methods, including problem-solving discussions, enquiry-based learning, and engagement with primary literature. These approaches help students understand not only theoretical principles but also the practical constraints of conducting research. I encourage active participation through small-group discussions and debates, and I strive to foster an respectful and nurturing classroom environment.

Ecology and evolution offer excellent opportunities to teach scientific thinking through familiar, accessible observations and techniques. I integrate classical theory with current research and use field visits to teach research design and ecological sampling methods.

Mentoring is equally central to my academic life. During my PhD and postdoctoral work in India and Israel, I mentored undergraduate and graduate students. Since many were new to research I made sure to explain not only details of my field research but also the process of performing science, using ecology and evolution as an example. I focused on guiding them through both practical skills and broader scientific thinking. Some have gone on to pursue academic careers, and I continue to support them through mentorship and recommendations.

My approach to teaching and mentoring centres on building transferable skills, encouraging intellectual independence, and supporting students through both successes and challenges. My goal is not only to prepare students for research careers but also to help them become well-informed and responsible members of society