I am an Associate Professor of Psychology at the National University of Singapore, where I also serve as Director of Undergraduate Studies in Psychology and Associate Director of the Centre for Teaching, Learning and Technology. I joined NUS in 2013 following doctoral training in Social and Cognitive Developmental Psychology at the University of Birmingham, UK.

I was trained as a developmental and moral psychologist, and my research has long focused on how people understand human action, responsibility, agency, and moral judgment. My earlier work examined the development of moral reasoning and social evaluation across childhood and adulthood, including how people reason about intentions, responsibility, autonomy, and the actions of others. More broadly, I am interested in what it means to perceive someone as an agent, how judgments of agency shape moral and social evaluation, and how our understanding of responsibility is influenced by the contexts and relationships in which decisions are made.

My current research extends these questions into human interaction with artificial intelligence and other emerging technologies. I am particularly interested in the psychological and ethical implications of increasingly agentic AI systems, including how people attribute agency, intention, responsibility, and moral standing to non-human agents. I also study how AI may influence human autonomy, judgment, decision-making, care, and social relationships, and what happens when functions that have traditionally involved human interpretation or responsibility are delegated to technological systems.

A central theme running through this work is human agency. Rather than approaching AI primarily in terms of what it can automate or make more efficient, I am interested in how technologies shape people's capacity to think, choose, judge, relate to others, and take responsibility for their actions. My recent interdisciplinary work brings together psychology, ethics, education, and human-AI interaction to examine how technological systems can be designed and used in ways that preserve meaningful human judgment, care, responsibility, and autonomy.

These concerns also strongly inform my work in education. My teaching philosophy places student agency at its centre. I aim to create learning environments in which students are not simply recipients of disciplinary knowledge, but active participants who formulate questions, exercise judgment, encounter competing perspectives, and take ownership of how their thinking develops. My teaching makes extensive use of discussion, reflection, perspective-taking, inquiry, and assessments designed to make students' reasoning visible.

At NUS, I have taught across the Psychology curriculum, including PL1101E Introduction to Psychology, PL4235 Psychology of Moral Judgments, and PL4242 Historical Controversies in Psychology, alongside teaching in cognitive and developmental psychology. I am also developing interdisciplinary teaching on artificial intelligence, with a particular focus on the relationship between AI, human values, agency, judgment, and learning.

My educational work increasingly explores how generative AI can be incorporated into teaching without displacing the intellectual work that education is intended to develop. My teaching innovations have included Socratic interactions with AI, reflective learning activities, perspective-driven assessments, and approaches that ask students to interrogate rather than simply accept AI-generated responses. Across this work, I am interested in how AI might support reflection, dialogue, and intellectual exploration while preserving students' responsibility for judgment and their ownership of the learning process.

More broadly, my work in teaching and educational leadership focuses on the purposes of university education in a rapidly changing technological environment. I am particularly interested in values-first approaches to AI in education, the risks of cognitive and intellectual deskilling, reflective practice, and the importance of designing educational experiences that cultivate independent thought rather than simply increasing efficiency. Across both my research and teaching, my work is ultimately concerned with a common question: how can we create social, educational, and technological environments that enable people to remain thoughtful, responsible, and genuinely agentic?