Video - Link to a recorded lecture 

Teaching Statement 

Teaching is my passion, and I find joy in every aspect of it - from organizing course material to interacting with students and grading papers. However, when I express my love for teaching, I am not referring to the traditional method of lecturing. As a teaching scholar, my aim is to revolutionize the learning experience by creating a dynamic environment that serves the best interests of my students. Central to this goal is my unwavering commitment to my students, and my top priority as an educator is to foster an inclusive, student-centered approach that emphasizes accessibility and open communication. 

I have already taught various courses including Fundamentals of Finance, Statistics and International Business & Biodiversity at Sustainability Management School (Milan Campus). As a lecturer, my expertise lies in Energy-Environment Economics and Econometrics, which I am confident in teaching at both undergraduate and graduate levels. I have also a solid understanding of the financial system, particularly the role of banking in credit creation and its impact on the economy. Furthermore, I was appointed by the Department of Economics of the University of Siena as a subject matter expert on Macroeconomics, including money and banking and the complex financial system, repo markets, shadow banking, and their implications for monetary theory and central banking. My teaching experience at the Sustainability Management School in Milan also included supervision of research of DBA candidates, organization and conduct of webinars/workshops, and creation of syllabus for a  novel course on Sustainable Financial Markets.

In addition to my expertise in economics, I have extensive knowledge of econometrics, with a strong educational background at both BSc and MSc levels. I am well-versed in various techniques, including Heterogeneous Dynamic Panel Quantile, Quantile Autoregressive Distributed (QARDL), Non-Linear ARDL (NARDL), Johansen and Granger causality, and Asymmetric Causality and Time-varying Causality techniques. I have assisted lecturers, taught small groups, and presented econometric topics at conferences. During my time as a post-doctoral researcher at the Department of Econometrics at Akdeniz University, I was involved in two projects concerning the green transformation of top-five countries and monetary policy challenges for fighting global inflation. Using a combination of advanced methods such as Augmented Mean Group (AGM) and Common Correlated Effects Mean Group (CCEMG), I collaborated closely with team members to identify several key findings and communicate the results. I successfully completed the two projects on time, delivering high-quality work that resulted in published papers. I also had the opportunity to deliver some complementary courses for time series econometrics with the support of Prof. Mehmet Mert. For example, I lectured an advanced time series course (time-varying Granger causality) to the PhD students and concluded this course by showing the analysis in Matlab.

Lecturer (2022 -) 

Sustainability Management and Business School (SUMAS)

Since 2022, I lecture both undergraduate courses and graduate courses at Milan Campus:

• Fundamentals of Finance (BBA)

• Global Economics (MBA)

• International Business and Biodiversity (MBA)

• Quantitative Methods for Decision Making (MBA)

• Research Methods and Report Writing (BBA)

• Statistics (BBA)

​Teaching Assistant for Macroeconomics course (2022 - ) 

University of Siena

The Department of Economics of the University of Siena appointed me to the Macroeconomics course with the support of Prof. Riccardo Pariboni. My role is the expert on the topic (cultore della materia). My expertise includes money and banking, and complex financial system that includes repo markets, the so-called shadow banking and its implications for monetary theory and central banking.

​Small group lectures in Econometrics

Akdeniz University

I also have teaching experience in Econometrics that I delivered some complementary courses for panel data and time series econometrics at Akdeniz University with the support of Prof. Mehmet Mert. For example, Recently, I delivered an advance time series course (time-varying Granger causality) to the PhD students and concluded this course by showing the analysis in Matlab.

My Teaching Philosophy ​

My teaching philosophy is grounded in three key principles.

Firstly, my teaching philosophy values the unique qualities of each student, including their interests, abilities, and backgrounds. With the understanding that diversity is a given in undergraduate classrooms, I recognize that each student has a distinct educational background and faces different challenges. To address this diversity, I strive to be flexible, empathetic, and aware of each student's individuality. By adapting my teaching approach to cater to their needs, I can establish a personal connection with every student and better address any obstacles they may encounter. This approach enables me to help students overcome difficulties and achieve a deeper understanding of the material.

Secondly, Connecting with students is a crucial element of my teaching philosophy as I believe effective teaching involves establishing a rapport with each individual, beyond simply viewing them as participants in a course. I prioritize developing meaningful relationships with my students and strive to foster positive and trusting connections. In smaller undergraduate classes, building these relationships is relatively easier, and I am committed to utilizing this opportunity to connect with my students on a personal level.

Finally, in my role as an economics teaching scholar, I take an alternative approach to explaining concepts, by critically analyzing students' existing knowledge and beliefs on a given topic. While I hold a Master's degree in Economics and Econometrics and have a thorough understanding of mainstream theory, my PhD in Economics focused on the role of money and credit in macroeconomics, which aligns with the heterodox economic tradition. I strongly believe in the value of classroom discussion in economics courses. To date, I have found my decision to pursue teaching to be incredibly rewarding, as it has provided me with ample opportunities for intellectual stimulation and engaging discussions. It is important to acknowledge, however, that many students may be encountering new concepts for the first time, and not all may be familiar with basic principles of economics. To ensure that my classroom is accessible to all learners, I strive to provide a strong foundation for each topic I introduce.

Encouraging and facilitating classroom discussions is essential to promoting critical thinking among my students. These discussions serve as a foundation upon which I can build and supplement with my research knowledge, enabling students to conceptualize the dynamics of the real-world economy through the fundamental concepts of economics.