I find teaching deeply rewarding because I see classrooms as spaces of critical reflection, collaboration, care, and transformation—where students engage with the world they inherit and the futures they can shape. In a moment defined by planetary crises, widening inequalities, and rapid socio-environmental change, I approach teaching in environmental social sciences, urban climate, and sustainability studies as both an intellectual and ethical practice. I aim to equip students with analytical tools, methodological versatility, and reflexive awareness to navigate complex climate–society challenges with rigor, imagination, and responsibility.

My teaching draws on research at the intersections of human geography, urban studies, political ecology, and climate governance. I have designed and taught undergraduate and postgraduate courses on climate change and development, environmental policy and governance, sustainable urbanism, urban risk and resilience, global environmental change, and social research methods. Across these courses, I combine critical theory, case studies, and policy debates to show how climate transitions, inequality, and adaptations are embedded in political–economic and spatial structures.

Pedagogically, I prioritize inquiry-led, discussion-driven, and problem-based learning. Students engage with concepts such as scale, territory, power, and inequality alongside applied themes including housing, migration, infrastructure, finance, and climate adaptation. I consistently integrate Global South perspectives to challenge dominant frameworks and cultivate a plural, reflexive learning environment.

Methodological pluralism is central to my teaching. I introduce students to qualitative, mixed, spatial, and participatory approaches—from ethnography and institutional analysis to spatial reasoning and critical policy evaluation. I emphasize power asymmetries, the politics of knowledge, and dominant environmental paradigms, helping students situate climate adaptation and urban transformation within world-geographic, geopolitical, and historical contexts.

I have taught in both research-intensive and practice-oriented institutions in the UK and India, including Durham University, the University of Bristol, and the Indian Institute for Human Settlements. I strive to create classrooms that are analytically rigorous, inclusive, and intellectually generous spaces where students can develop robust understanding but also the confidence, ethical grounding, and critical imagination to contribute to more just and sustainable futures.