In my research and academic work, I am always drawn toward a few key themes: mitigating barriers to technology access, promoting the ethical and sustainable use of technology, and using participatory approaches to co-envision alternative futures where marginalized communities have agency in shaping technological landscapes rather than being passive recipients of innovation. My teaching philosophy is heavily shaped by these experiences. As an educator and researcher, my teaching philosophy is grounded in fostering critical engagement, inclusivity, and participatory learning. I believe that learning is most effective when students are encouraged to question existing systems, reflect on their lived experiences, and actively contribute to knowledge creation. Drawing from my research on digital technology access, infrastructural constraints, and grassroots innovation, I aim to create a classroom environment where students explore the social and political dimensions of technology while developing practical skills to address real-world challenges. My approach to teaching is highly interactive and student-centered. I integrate experiential learning methods, such as hands-on workshops, participatory design activities, and community-engaged projects, to bridge theoretical concepts with applied practice. I encourage students to critically examine technology’s role in society, particularly its impact on marginalized communities, and to consider how they can design and advocate for more equitable systems. Furthermore, I am committed to fostering an inclusive learning space where diverse perspectives are valued. I recognize that students bring unique backgrounds and expertise to the classroom, and I strive to create opportunities for peer collaboration and co-learning. By emphasizing open dialogue and reflective discussions, I aim to cultivate a classroom culture where students feel empowered to share their ideas and challenge dominant narratives. Ultimately, my goal as an educator is to equip students with the analytical tools and creative confidence to engage with technology as both users and designers of more just and inclusive futures.