MY TEACHING PHILOSOPHY

 

My teaching philosophy is an embodiment of boundless enthusiasm, where I perceive each classroom as a stage for ethical exploration, and each student's mind as a unique realm awaiting the transformative power of ethical education. Specializing in teaching ethics, cyber ethics, and AI ethics across various Information Systems subjects such as eBusiness Principles, IT Project Management, Managing Information Systems, and Business-Oriented Information Systems, my commitment to inclusivity, engagement, and the cultivation of future-ready skills takes on a distinctive ethical dimension.

​

In the realm of ethics education, I fervently believe in acknowledging and celebrating the diversity of perspectives that students bring to discussions on cyber ethics and AI ethics. By creating an inclusive environment, I aim to foster a sense of belonging where ethical principles become not just theoretical concepts but guiding principles for their professional endeavours.

​

To impart the intricate understanding of ethics in the digital landscape, I employ innovative teaching methods tailored to Information Systems subjects. Through inquiry-based and experiential learning, I ensure active student engagement. Authentic assessments are crafted to challenge students to apply ethical principles in real-world scenarios, cultivating practical skills indispensable for their roles in eBusiness, IT Project Management, and other Information Systems domains. My teaching philosophy centers on guided discovery (Villanueva, 1976), using classroom discussions, learner-centered approaches (Blumberg, 2008) and collaborative group work (Davis, 1993) to engage students in actively constructing meaning while exploring ethical dilemmas. My courses leverage technology – I use blended learning platforms (Staker & Horn, 2012) to set up discussion forums, role plays, and podcasts from classroom and popular culture, manage online assignments, giving students access to research articles, lesson plans and such. My students use their own philosophies to create engaging videos, discussions, debates and journals as instruments of reflection. All of these tools fit into my overall teaching philosophy because I believe in making learning accessible to my students, taking into account their diversity, thus facilitating critical thinking, reflection, collaboration and professionalism. Below I discuss how these principles apply to the subjects I teach.

​

As an ethics teacher, I center my teaching on creating “times for telling” (Schwartz & Bransford, 1998) by first introducing the topics with guided discovery activities where the students work in collaborative groups, progressively arguing their ideas and opinions by collaborating around their formal and informal knowledge and experiences. I create an “analogous relationship” (Handelsman & Anderson, 2011) between stakeholders through scenarios, videos and questions and get my students to discuss the possible answers. I draw on “both sides toward the middle” technique, involving my students in extremes of a continuum of an ethical dilemma. Because all students can see that each end is an extreme situation, they get interested to find out what they and their peers would think and how they would solve the dilemma towards the gray areas. I “test the limits” (Handelsman & Anderson, 2011) of the students’ understandings of concepts, my changing the facts of a case until the decisions begin to differ, allowing students to “see” the influences and reasoning behind their own decisions. Lastly, I apply the “writing and policy and reversing my role” where I engage students in writing out actual policies they would want to implement based on the case discussed, and then I would ask them in a Kantian fashion (McCormick, 2014) to reverse their role to see if they could live under such a rule.

​

My philosophy also accentuates building students’ “content knowledge” because I believe that in order for them to deeply learn ethics they must see its application in their practice. An important goal in my courses is also to allow students to discover their ideas and realize the connections across these ideas and where they will lead. I believe that when students develop genuine interest in solving dilemmas, they become life-long learners who develop their own ethical understanding over time.

​

Throughout my teaching journey, I prioritise the growth and ethical development of my students. Success, in this context, is reflected not only in high lecturer evaluations but also in the invaluable feedback I receive. This feedback serves as a compass, guiding me to continuously refine my teaching strategies to meet the evolving ethical challenges faced in the realm of Information Systems.

​

Confronted with challenges, such as the ever-evolving landscape of cyber threats and the ethical considerations in AI development, I exhibit resilience and adaptability. In offering mentorship, I strive to empower students to not only understand the ethical dimensions of Information Systems but also to actively contribute to ethical decision-making in their professional lives. I drew on Piaget’s theory of “knowledge construction” to offer students the Guest lecture series in collaboration with The Sustainability Centre at the Dubai Chamber of Commerce, and host of industry partners bringing in experts from the corporate world to the campus for debates, discussions, and live demonstrations/simulations of applied cases, in order to encourage students to experience, interact and construct knowledge. These talks captivated the students. Every question asked in finals pertaining to the lecture series scored 100% correct by all students who attended the series. 

My teaching philosophy transcends the classroom boundaries, emphasizing the importance of promoting excellence in education through international collaborations, community engagement, and the recognition of outstanding achievements in the ethical exploration of Information Systems.

​

Moreover, as a strong advocate for ethical leadership in education, my contributions extend to curriculum development that weaves ethical considerations into the fabric of subjects like eBusiness Principles, IT Project Management, Managing Information Systems, and Business-Oriented Information Systems. I believe in empowering both students and colleagues to excel in their ethical understanding and application within the Information Systems field.

​

Most importantly, because I am a teacher of ethics I believe it of utmost importance to “practice what I preach” because I believe that I cannot teach ethical behaviour, integrity, honesty, cultural tolerance, green habits if they are not a part of my behaviour (Mullens, 2000). As a teacher, I am an important element in the education system not just because I am responsible for teaching content, but because I am a role model for my students (Bodi, 1998). Tools and strategies that I use for working with diverse populations, catering to different learning styles and speeds, along with my open, transparent and honest approach in handling student conflicts and issues help me establish an environment that encourages students to aspire to be more ethical when using technology, to be more honest with their work, to be more tolerant, and to be more environmentally friendly. To conclude, I strongly believe in my philosophy "my enthusiasm is the key, my student’s brain the lock…let’s start picking!"

​

In conclusion, my teaching philosophy is uniquely tailored to instil ethics, cyber ethics, and AI ethics across diverse Information Systems subjects. With unwavering enthusiasm, I strive to unlock ethical consciousness in every student's mind, preparing them not only for the challenges of the digital age but also for the ethical responsibilities that come with navigating the evolving landscape of Information Systems.

​

​

References

Blumberg, P. (2008). Developing Learner-Centered Teachers: A Practical Guide for Faculty. San Francisco: Jossey-Bass.

Bodi, S. (1998). Ethics and information technology: some principles to guide students. The Journal of Academic Librarianship, 24(6), 469.

Davis, B. G. (1993). Tools for Teaching. San Francisco: Jossey-Bass Plublishers.

Handelsman, M., & Anderson, S. (2011). 5 ways to teach ethics: The Ethical Professor (S.1 ed.). Psychology Today.

Kudryashova, A., Gorbatova, T., Rybushkina, S., & Ivanova, E. (2016). Teacher's Role to Facilitate Active Learning. Mediterranean Journal of Social Sciences, 7(1), 460-466.

McCormick, M. (2014). Immanuel Kant: Metaphysics, Sacramento. California: Internet Encyclopedia of Philosophy. California State University.

Mullens, A. (2000). Cheating to win: some administrators, faculty and stduents are taking steps to proote a culture of academic honesty. University Affairs, 41(10), 22-28.

Schwartz, D. L., & Bransford, J. D. (1998). A Time for Telling. . Cognition and Instruction, 16(4), 475-522.

Staker, H., & Horn, M. (2012). Classifying K-12 Blended Learning. Innosight Institute.

Villanueva, L. C. (1976). On the effectiveness of the discovery approach as a teaching method for population education . Philliphines: Popular Center Foundation.