Victor has spent over a decade working directly with learners across special education, counselling, therapy, and higher education, including three years teaching in the UK higher education sector, where he was awarded the Associate Fellowship of Advance HE (AFHEA) in recognition of his commitment to teaching and learning.

He also holds a Certificate in Autism, which informs his use of autism-friendly practices and is well-versed in the Universal Design for Learning (UDL) framework — an approach that adapts teaching to how each child learns best. He is particularly interested in teaching through applied projects and phenomenon-based learning, an approach that moves beyond memorising isolated facts towards exploring real-world challenges through hands-on projects.

Beyond his direct work with students, Victor is actively engaged in educational research and international collaboration. In addition to publishing in academic journals, he serves as a peer reviewer for scholarly journals, contributing to research in education and the social sciences. In 2024, he participated in an Erasmus project in Hanover, Germany, contributing as a co-author to two chapters of an open textbook on inclusive education. His work is driven by a commitment to inclusive education, evidence-informed practice, and meaningful engagement with the children he teaches.