We are living in the Anthropocene, a time of complex socio-technical systems, which requires generating alternative approaches, where interrelations between human and non-human actors are crucial. Where all actors function as a one and as a system, and where equality and justice for humans and non-humans go beyond human centred design. In my research, I desire to challenge a current framing and solving issues of moderate to radical changes inside current socio-technological and environmental systems to enable alternative futures by adopting novel research approaches. Envisioning alternative futures has to become a strategic evolutionary tool, allowing imaginative utopian scenarios to happen before individuals or populations commit to actual change, to develop path-breaking opportunities away from existing in many ways harmful practices for our planet. It is time to advance from small scale experiments to more concrete actions of understanding, anticipation, and design for dynamics of socio-technical systems, and perspectives beyond human-centred design and towards alternative tomorrows. And this is something that interests me.

My research-led teaching philosophy aims to generate in students an agency, enabling them to act when action is required. Therefore, students should be able to shadow social, economic, environmental, technical, cultural and political challenges, societal uncertainties, sensible topics, and be able to implement them in the design processes alongside analytical, conceptual and creative skills. Education has to be student centred, rather than university, facilitating meaningful student's experiences. This means that from the beginning student should be familiar with the study process, course options, the job profiles that their educational path will lead to, and skills that he or she will gain. My teaching at Aalto University has been particularly aimed at facilitating students' collaborations with businesses, the public sector and NGOs according to Aalto’s teaching strategy and aims. BA design students should have to be equipped not only with technical skills but also with abilities to write and reflect, plan and be critical thinkers. On the other hand, MA students have to be proficient of critical reflecting and be able to respond to challenges of digitalisation, globalisation and environment.