At this stage in my career, my primary focus is on transforming education through the lens of regenerative working and regenerative guidance. This work involves guiding students, realising educational programmes, and researching principles of regenerative education, but also reshaping educational practices and the culture within our institution to align more deeply with the principles of regenerative education.

As a researcher and educator, I am deeply committed to reshaping education for regenerative working and living. My role involves cultivating an environment where both students and educators can develop the skills, values, and inner resilience needed to address global challenges. By integrating for example the framework of the Inner Development Goals (IDGs) into my educational vision, I ensure that our efforts go beyond academic and professional achievements, fostering personal growth, ethical behavior, and sustainability.

I am actively engaged in redefining educational practices to foster a deeper connection between students and the world around them. My approach is rooted in introspection, care, world engagement, and action-oriented learning, which I believe are essential in guiding students toward meaningful contributions to societal and environmental regeneration. I am dedicated to preparing not just students, but the entire educational community, to contribute meaningfully to a sustainable and regenerative future.

Resilience and courage are critical areas where I aspire to grow.

I aim to strengthen my own resilience by continuing to practice self-reflection, learning from both successes and failures, and maintaining a steady focus on long-term goals. Hopefully this personal growth will lead to being able to create spaces where students and other educators can build on their own resilience as we will continually work on this development together.

I see my growth in courage by daring to challenge existing norms, push boundaries, and advocate for systemic change, even when it’s difficult and/or I am not all-knowing in all involved fields and domains. This will involve taking bold steps in my research, teaching, and facilitation, have faith in my expertise and perspectives (while staying humble about all that I don't know), and encouraging others to do the same. I hope to help create a culture where taking risks and standing up for regenerative principles becomes the norm, not the exception.

I believe my personal and professional growth are largely intertwined, and therefore the answer at 4. is applicable here as well.

Starting with a foundation in social sciences and youth studies, I developed a keen understanding of social dynamics and youth development. This foundation informed my Ph.D. research, where I explored how to create career learning environments that foster meaningful dialogue and personal growth.

In my professional roles in education and in social work, I’ve led initiatives that push the boundaries of traditional education and the guidance of youngsters in their personal and professional development. Although I have always found my work rewarding and of some importance, I began to feel a lack of connection between my professional work and my deep personal desire for a world in which we as humans enjoy the beauty of this planet without taking from it, and while caring for each other, the world around us and our individual selves. Therefore, two years ago I took a turn towards regenerative education, where I had to sacrifice a certain level of expertise in another field and start from a beginner's level.

At The Hague University of Applied Sciences, I focus on developing pedagogical tools to help students and educators navigate sustainability challenges while strengthening their identities as change agents. My work is driven by a strong sense of moral ambition, aiming to integrate ethical values into education to cultivate reflective, socially responsible individuals.

The field of regenerative education has transformed my approach to learning and teaching, with thinkers like Daniel Wahl and Robin Wall Kimmerer playing roles in shaping my vision. Wahl’s holistic and systems thinking, alongside Kimmerer’s integration of indigenous wisdom with scientific knowledge, has inspired me to create educational environments that transcend traditional learning. These ideas resonate with my belief in fostering spaces where students develop a sense of interconnectedness and responsibility toward the world. This perspective is further enriched by Kees Klomp’s emphasis on meaningful, value-driven economics and societies, which underscores the importance of constant moral and ethical considerations. Additionally, the Triple Wellbeing framework from ThoughtBox Education, advocating for a balance between personal, social, and environmental well-being, has guided me in crafting pedagogical practices that are both intellectually rigorous and deeply caring for individuals and the planet.

My cosmology is one of interconnectedness, where the well-being of individuals, communities, and the planet are all part of a dynamic, interdependent system. Humans play a vital role in this system, not as dominators, but as conscious participants and caretakers. Our purpose is to contribute to the balance and harmony of the whole, nurturing ourselves, our relationships, and the Earth in a way that supports the flourishing of all life. This philosophy informs my work in education, where I strive to create learning environments that reflect and promote these values, helping students develop the awareness and skills they need to engage meaningfully with the world. Additionally, I feel that this meaningful engagement helps us as humans enjoy our time on this planet on a deeper level and share this joy with all others.