For over four years, I led undergraduate and graduate students in data-driven investigations of major human rights violations. Working alongside them as they developed critical thinking, communication, and interdisciplinary problem-solving skills deepened my commitment to teaching. I guided students from both computer science and the humanities in understanding the historical and cultural significance of their work, while training them in digital humanities techniques such as data visualization, geospatial analysis, digital archiving, and interactive storytelling.

These experiences have shaped my teaching philosophy, which is rooted in project-based learning. I approach it as a flexible, interdisciplinary method for cultivating technical skills and deep intellectual engagement. I design courses around iterative cycles: basic ideas are introduced, discussed, and then put into practice. Revisiting major themes allows students to recognize their growth and engage more deeply with the material, moving seamlessly between analysis and action.