Award-winning academic, researching and teaching at Cambridge University. With extensive tutoring experience.

Find out more about Vittoria

• When did you develop an interest in your chosen field and in private tutoring?

  I first discovered economics when I was 15, around the same time I decided to move abroad. The subject was completely new to me, yet I was instantly drawn to it because it seemed to provide many of the answers I had always been searching for. I have always been a naturally curious person, constantly asking questions and eager to learn from those willing to explain.
  
  Over time, this curiosity turned into a passion for knowledge and for sharing it with others. Teaching grew out of this, throughout my academic journey, I was lucky to have teachers who never discouraged my questions, and they showed me how empowering learning can be. Tutoring gives me the chance to pass that same encouragement on to my students and help them feel confident in their understanding.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach Economics in its broad sense, appreciating how its beautiful, different branches come together to explain how societies and markets function. I particularly enjoy teaching Microeconomics because it helps students see how individual decisions connect to wider economic systems. I also love working with Macroeconomics and Econometrics, which provide the tools to analyse policies and large-scale trends. My personal favourite area, however, is Public Economics—especially questions around inequality, discrimination, and the gender gap. I find it fascinating how abstract social challenges can be modelled with mathematics to unpack complex issues and design real solutions. If I had to pick a topic I enjoy slightly less, it might be the more mechanical, memorisation-heavy aspects of the subject, but even then I see them as useful foundations for deeper learning.

• Did you have any role models, a teacher who inspired you?

  Yes. During IB, I had a teacher who made economics feel alive by connecting every lesson to real-world events. Later, at university, I was lucky to study under professors who combined academic rigour with genuine care for their students’ development. What inspired me most was not only their knowledge, but also their patience and their willingness to answer even the simplest questions. They taught me that the best educators are those who encourage curiosity and make students feel comfortable exploring difficult ideas.

• What do you think are the qualities required to be a good tutor?

  In my view, the most important qualities are:
  
  1. Patience, because every student learns at a different pace and in a different way.
  2. Versatility of mind, the ability to adapt explanations and approaches depending on the student.
  3. Passion, since enthusiasm for the subject is contagious and motivates students.
  4. Empathy, to understand when a student feels stuck or discouraged, and to help them regain confidence.

• Provide a valuable anecdote related to your subject or your days at school.

  I remember in my first year of undergraduate studies helping a classmate who was struggling with a particularly abstract concept in microeconomics—elasticity of demand. Instead of going through more formulas, I used the example of her favourite shop and how she reacted when prices changed. Suddenly, it clicked for her. That moment showed me how powerful it can be to tailor abstract ideas to the personal experiences of a student, and it was one of the first times I realised how much I enjoy explaining economics in creative, accessible ways.

• What were the difficulties or challenges you faced or are still facing in your subject?

  I completed three years of high school in Italy, where my education was almost entirely centred on the humanities. I studied Ancient Greek, Latin, and Italian literature intensively, while scientific subjects were limited to just two hours of mathematics and one hour of biology or chemistry on alternate weeks. When I switched to the International Baccalaureate, I suddenly found myself in a very different environment, where mathematics and analytical subjects were at the core of the curriculum. It was a difficult adjustment, and at first I felt behind compared to classmates with stronger quantitative backgrounds. However, this transition taught me resilience and adaptability. I had to build my quantitative foundations from scratch, but in doing so I developed strong problem-solving skills and a versatile way of thinking that now helps me approach both abstract theory and applied problems with confidence. What once felt like a challenge became a strength: I can now bridge the gap between the humanistic perspective and the analytical rigour of economics, which makes my approach to both learning and teaching more creative and
  well-rounded.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  I would say both. I am passionate about economics because of the way it combines logic, mathematics, and social relevance. But I am equally passionate about teaching itself. There is something uniquely rewarding in helping another person understand a concept they once found confusing. For me, teaching is not just about the subject—it is about building confidence, curiosity, and the joy of learning.

• What makes you a Superprof?

  What makes me a Superprof is the genuine enjoyment I get from both economics and teaching, and the sense of fulfilment I feel when I know I have helped a student. I see tutoring not just as a job, but as a “gym sessions schedule”, a shared journey: I listen carefully, adapt my teaching to the student’s needs, and make sure no question goes unanswered. It is a process that slowly builds up. For me, success is not only about improving grades, but about nurturing curiosity and showing students that learning can be empowering and even fun.