Intellectual Consulting
I work with organisations that want to build deep understanding — applying collaborative, inquiry-driven thinking to challenges in education, sustainability, communication, and AI inclusion.
My Approach
Not a top-down expert delivering answers — but a thinking partner helping organisations ask better questions, build genuine understanding, and act with clarity.
My consulting practice is grounded in a simple conviction: sustainable change comes from within. Whether working with a school redesigning its curriculum, a municipality developing sustainability strategy, or an organisation navigating AI adoption — the most durable solutions are those that teams understand deeply enough to own, adapt, and carry forward independently.
This approach draws on twelve years in international education — where I have designed concept-based learning environments, led IB school authorizations, and trained educators across 40+ countries. It is equally informed by my MSc in Sustainable Development from Uppsala University's Campus Gotland, where I worked directly with local actors on island tourism sustainability — learning that real-world complexity resists simple frameworks and demands multi-lens thinking.
Across education, sustainability, and AI, I bring the same methodology: surface assumptions, build shared conceptual understanding, design for transfer. The domain changes. The thinking process does not.
What I Offer
I work across educational, municipal, and industrial settings — bringing an intellectual, cross-disciplinary perspective to challenges that sit at the intersection of learning, sustainability, and technology.
Education
Concept-based curriculum audits and redesign. CBCI-certified training for teachers. IB programme support for MYP and DP. Moving teaching teams from coverage to deep understanding.
Sustainability
Helping schools embed genuine sustainability literacy across subjects and culture. Advising organisations on sustainability frameworks through social, political, cultural, economic and environmental lenses.
AI Integration
Guiding schools, municipalities and organisations in adopting AI tools thoughtfully — not reactively. Building staff AI literacy, ethical frameworks, and practical workflows that augment rather than replace human thinking.
Municipal
Supporting municipalities in education policy, sustainable development planning, and community engagement. Bridging academic sustainability thinking with the practical realities of local governance.
Industrial
Designing learning cultures within organisations. Facilitating strategic thinking workshops. Helping industrial partners develop sustainability reporting frameworks and staff capability in environmental responsibility.
Facilitation
Experienced facilitator of professional development workshops across 40+ countries. Skilled in both in-person and synchronous online environments. Designing sessions that move beyond information transfer to genuine shared understanding.
A Framework for Thinking
Sustainable development is not a single idea — it is a constellation of interconnected tensions. True sustainability literacy requires the ability to read a situation through multiple lenses simultaneously, understanding how each dimension shapes and is shaped by the others.
The environmental lens asks what natural systems can absorb, regenerate, and sustain. It is grounded in planetary boundaries thinking — the idea that there are biophysical thresholds beyond which human activity destabilises the systems that make life possible.
But environmental sustainability is not simply about conservation. It is about understanding the relationship between human activity and ecological systems — recognising that economy, society, and culture all operate inside the biosphere, not alongside it.
The social lens interrogates distribution. Sustainable development that improves aggregate outcomes while concentrating benefits among the already-privileged is not genuinely sustainable — it stores social instability for the future.
This lens asks questions about access, participation, health, education, and intergenerational equity. It recognises that social cohesion is itself a prerequisite for long-term resilience — communities that are fragmented or deeply unequal are less capable of collective response to shared challenges.
The economic lens in sustainable development is not simply about growth — it is about what kind of growth, for whom, at what cost, and measured by what indicators. Conventional economic thinking externalises environmental and social costs, treating them as invisible until they become crises.
A sustainability-literate economic perspective asks how value is created, distributed, and accounted for — including the natural capital that underpins all economic activity and the wellbeing that economic systems are ultimately meant to serve.
The political lens asks who holds power over decisions that affect shared futures — and whether those most affected by those decisions have a meaningful voice. Sustainable development is inherently political: it involves trade-offs, competing interests, and questions of legitimacy.
This lens examines governance structures at every level — from local municipalities to international agreements — asking whether existing institutions are capable of the long-term, cross-boundary thinking that sustainability demands.
The cultural lens is perhaps the most underexplored dimension of sustainable development — and arguably the most fundamental. Culture shapes what communities believe is worth protecting, what counts as progress, what responsibilities people feel toward future generations, and what relationship with the natural world feels normal or desirable.
Sustainable development that ignores cultural context tends to fail — not because communities lack capacity, but because the proposed solutions do not resonate with how people understand themselves and their place in the world.
AI & Education
The conversation in most schools and organisations about AI is still framed around risk — plagiarism, misinformation, job displacement. These are real concerns. But leading with fear produces avoidance, and avoidance leaves people unprepared for a world that is already transformed.
My approach to AI inclusion is grounded in the same constructivist principles I bring to curriculum design: build genuine understanding before building policy. When educators, managers and teams understand what AI actually does — how large language models work, where they are reliable and where they are not, what they amplify and what they obscure — they make far better decisions about how to use it.
I help schools, municipalities and organisations move from reactive AI policies to proactive AI literacy — developing staff capability, ethical frameworks, and practical workflows that are sustainable as the technology continues to evolve.
AI Literacy Workshops
Building genuine understanding of how AI systems work — demystifying the technology for educators, managers and teams.
Policy & Ethics Frameworks
Developing context-specific AI policies that are principled, practical, and built with staff rather than handed down to them.
Curriculum Integration
Embedding AI tools thoughtfully into teaching and assessment — augmenting learning rather than bypassing it.
Workflow & Productivity
Identifying where AI genuinely saves time and cognitive load — and where it should not be trusted without critical oversight.
Academic Foundation
My MSc in Sustainable Development at Uppsala University's Campus Gotland gave me something that academic study of sustainability rarely provides: direct, contextual engagement with the tensions of real sustainability challenges at a local scale.
Gotland — Sweden's largest island — is a microcosm of the sustainability challenges facing island economies globally. A summer tourism economy that brings over 800,000 visitors annually to an island of 60,000 permanent residents creates acute pressure on infrastructure, housing, water, local culture, and labour markets. During my studies, I worked alongside local tourism actors, municipal stakeholders, and community organisations grappling with exactly these tensions.
This experience shaped my consulting approach fundamentally. Abstract sustainability frameworks are necessary — but they only become useful when tested against the complexity and constraints of real places, real economies, and real communities. The gap between sustainability theory and sustainable practice is where the most interesting and important work happens.
Student Support
Tutoring that builds thinking skills and capacity — not just feeds information. One-to-one and small group online sessions for students across IB, Cambridge IGCSE, A Level, and AP curricula worldwide. Drawing on over twelve years of international teaching and examining experience, every session is designed to develop how a student thinks about a subject, not just what they know about it.
DP Biology · HL & SL
Concept-based Biology support covering the full DP syllabus. From cell biology and genetics to ecology and evolution — building deep understanding rather than surface recall. Special focus on Paper 3 data analysis and Internal Assessment.
DP ESS · SL
Tutoring from an IB Examiner Team Leader for ESS — insight into exactly what examiners look for. Systems thinking, case study application, and exam technique for Paper 1 and Paper 2.
DP Chemistry · HL & SL
Support across core and additional higher level Chemistry topics. Structured sessions linking conceptual understanding with quantitative problem solving and practical skills.
DP Theory of Knowledge
Guidance on both the TOK Essay and Exhibition. Developing genuine philosophical thinking, structuring arguments around knowledge questions, and crafting responses that go beyond description to real analysis.
Extended Essay · All Sciences & TOK
Full Extended Essay guidance from topic selection and research question refinement through to final draft review. Supervising EEs in Biology, Chemistry, ESS, and interdisciplinary subjects. Strong focus on Criterion A (focus) and academic integrity.
All Subjects · Small Groups
Small group tutoring (2–4 students) for collaborative learning — ideal for revision, exam preparation, and peer discussion of complex concepts. More affordable than one-to-one while maintaining personalised attention.
Cambridge · IGCSE & A Level
Tutoring in Cambridge IGCSE and A Level Biology, Chemistry and Environmental Management. Exam technique, structured questioning and deep content understanding for CIE assessments.
Advanced Placement · USA Curriculum
Support for AP Biology and AP Environmental Science students. Concept-based preparation aligned to College Board requirements — building the analytical and scientific thinking skills the AP exams reward.
Initial consultation — a free 20-minute call to understand your needs, current level, and goals
Tailored plan — a personalised session structure built around your syllabus, upcoming assessments, and learning style
Online sessions — conducted via Zoom or Teams, fully interactive with shared screens, live annotation and resources
Follow-up resources — summary notes, concept maps and practice questions provided after each session
IB, Cambridge and AP students worldwide — all sessions are fully online
Students struggling with specific topics or wanting to push from a 5 to a 6 or 7
Students in schools without specialist IB Biology or ESS teachers
Students needing Extended Essay supervision or TOK guidance
Students preparing for May or November exam sessions and wanting focused revision support
Parents looking for experienced, examiner-level IB support for their child
"The goal is not to fill a student with information — it is to develop a student who can think. Get in touch to discuss how I can build your capacity for the IB and beyond."
Work With Me
If you are working on a challenge in education, sustainability, or AI inclusion — and you want a thinking partner who brings intellectual rigour, cross-domain experience, and a constructivist approach — I would welcome a conversation.