Through The Scholars Programme, I was immersed in university-level teaching guided by a PhD mentor. I completed tutorials, attended academic workshops, and visited high-performing universities, which exposed me early to the standards and expectations of higher education. My final dissertation explored the biochemical behaviour of amino acids, earning a 2:1. The research process strengthened my academic writing, analytical thinking, source evaluation, and project-planning. I learnt how to work independently, meet deadlines, and interpret complex information — skills that continue to benefit me in tech, self-learning, and personal development.
The RAY Programme introduced me to advanced concepts in STEM through masterclasses and collaborative problem-solving sessions. Working with students from different schools expanded my communication and teamwork skills, while pushing me to think beyond the classroom curriculum. The programme highlighted how technology drives modern problem-solving. From industry applications to university-level research, I saw firsthand how software underpins innovation across science and engineering. Visits to Sheffield University and the Future Honours Graduation Ceremony strengthened my academic ambition, inspiring me to pursue a path where I can build meaningful software solutions and impact people at scale.
This virtual programme gave me insight into the NHS ecosystem — from patient management to digital healthcare systems. I explored how professionals coordinate through electronic patient records, workflow systems, and medical data, which showed me how heavily healthcare relies on technology. I learned the structure of clinical teamwork, decision-making under pressure, and how software improves efficiency, accuracy and patient outcomes. This experience sparked my interest in building technology that supports high-pressure environments, strengthens communication, and ultimately improves quality of care.
Volunteering at Bolton Hospice taught me the human side of service - empathy, patience, and integrity. I supported day-to-day operations, assisted staff, and helped create a calm, respectful atmosphere for patients and families facing emotional challenges. The environment required initiative, adaptability, and emotional awareness. I learned to remain composed when situations were sensitive, communicate clearly, and work collaboratively with staff and volunteers. These qualities carry into how I build software: with compassion for the user, awareness of real-world needs, and an intention to solve meaningful problems.
The BSMS virtual programme gave me a structured insight into medicine through case studies, ethical discussions, and clinical reasoning sessions. I learned how doctors assess patients, prioritise treatment, and use digital systems to record and transfer critical information. I was introduced to telemedicine, EHR systems, and diagnostic software — tools that now sit at the core of modern healthcare. Seeing how technology supports life-changing decisions deepened my interest in engineering software that improves reliability, workflow, and accessibility within large systems.
During this summer programme, I participated in workshops exploring medical ethics, decision-making, research and patient care. Discussions highlighted the importance of precision and teamwork in complex systems — lessons that translate directly into software engineering. The programme reinforced my fascination with how digital tools assist healthcare professionals. From data handling to multi-disciplinary collaboration, I began to understand how software reduces error, increases efficiency and ultimately saves lives. This inspired me to move toward tech with the mindset of building solutions that matter.
At Green Fold SEN School, I supported children with diverse learning and emotional needs. I used tools like Makaton, visual prompts and PECS to tailor communication to each student, reinforcing the importance of user-centred design — a principle mirrored in well-built software. I assisted in lesson planning, one-to-one support, safeguarding and behavioural management. This role developed my patience, adaptability and problem solving under unpredictable conditions. Most importantly, it taught me the power of design that meets people where they are — something I strive to integrate into my future as an engineer.
I took a year to reset, travel, reflect and upskill with purpose. I spent time in Pakistan reconnecting with culture and family, then shifted my focus toward technology — learning programming fundamentals, exploring development tools and building small projects to strengthen my technical foundation. This period taught me discipline, independent learning and patience through trial-and-error. It laid the groundwork for the engineer I intend to become.
I began the Makers Software Engineering Bootcamp to accelerate my transition into tech. Although I did not complete the full programme, the time I spent there was valuable — I strengthened my fundamentals in Python and JavaScript, learned how to approach problems like a developer, and gained exposure to agile workflow, debugging, pair programming and test-driven thinking. Stepping away didn’t end the journey — it redirected it. I continued learning independently, building projects, practising logic, and improving through real coding rather than just theory. This chapter represents a foundation, not a finish line, and I intend to grow far beyond it.