About Josh Eddyson
I am a Computer Science educator with 15 years of experience teaching IB Diploma and Cambridge IGCSE students. I created these programmes to give international students the structured explanation, deliberate practice and individual feedback that are difficult to obtain from generic coding courses. My teaching focuses on genuine understanding: students learn how to reason through unfamiliar problems, communicate technical ideas precisely and improve their own programming practice.
Alongside my educational work, I have experience in IT operations at Cisco. This allows me to connect academic Computer Science with practical problem-solving, technical communication and the realities of working in global technology environments.
Credential summary
- MSc Computer Science
- BSc Computer Science
- Twelve years of IB and IGCSE-aligned Computer Science delivery
- More than 15 years across education, training and learning design
- International-school and multicultural teaching experience
- Curriculum, assessment and project-based learning design
- Subject Matter Expert and digital-learning content developer
- LMS administration supporting more than 200 learners and instructors
- Current IT-industry experience
Teaching context
I have worked in an international-school environment with multicultural learners and in remote, cross-regional professional settings across EMEA.
Teaching philosophy
I believe students make lasting progress when complex ideas are explained clearly, practice is purposeful and feedback tells them exactly what to improve next.
My teaching combines conceptual understanding, programming practice and examination reasoning. I use original tasks to identify misconceptions, adapt explanations to each student's background and help learners develop a reliable method for approaching unfamiliar problems.
The objective is not simply to memorize definitions or mark-scheme phrases. Students should learn to reason independently, communicate technical ideas precisely, improve their own code and enter examinations with confidence and a realistic preparation plan.
I maintain clear academic-integrity boundaries. Assessed work must remain the student's own; my role is to teach, question, guide and provide ethical formative feedback.