When I was studying Electronics Engineering, the natural next step after coursework was to secure an internship, complete my senior project, and transition into the professional space. But things did not unfold in a straight line. Getting an internship proved difficult, and rather than staying stuck, I decided to change the direction of my career entirely. I took a gap year and joined a full-stack software engineering program at Zindua School.
My motivation at the time was practical. I needed programming skills to complete my senior project: a water-quality sensing smartwatch. I did not plan to become a software engineer. I wanted to understand how to build the software component of my hardware idea. But that decision opened a door I didn’t know I would walk through.
For anyone coming from an electronics background and trying to figure out where to even begin with software, I shared my own starting point, challenges, and the transition process in another blog here: How Electronics Engineers Can Successfully Learn Coding in 2025 — New IoT & Software Guide (https://medium.com/@imorgansonia/how-electronics-engineers-can-successfully-learn-coding-in-2025-new-iot-software-guide-20bf1360a900).
During the program, I gained enough understanding to write code, build things, and experiment. I was still a beginner, but I was no longer lost. I could build, break, debug, and try again. After I completed the course, I returned to working on my project, and although I quickly realized I still had a lot to learn, I now had direction. The skills I had gained were a foundation, not a final product.
And then something unexpected happened.
Zindua School reached out. They were building a program to train alumni who had shown potential during their time as students, preparing them to become technical mentors. This was only three months after I had completed the program. The opportunity felt big, and honestly, I was not sure if I could do it. At the same time, I still needed to fulfill my university internship requirement. I reached out to my lecturer, explained the opportunity, and his response was simple:
“Is it going to be more than just training? Is there a promise of growth?”
I said yes. And that is how my mentorship journey began.
I spent my first month learning under Cecilia, a technical mentor who guided me not only on how to teach but also on balancing the multiple responsibilities that came with the role. She allowed me to facilitate small sessions, provided structured feedback, and ensured I understood why specific approaches matter, not just how to do them.
Eventually, I was given my own class of sixteen students. It was the largest cohort the school had enrolled at once, and being entrusted with it felt both an honor and an overwhelming responsibility. This is where the imposter syndrome surfaced. Teaching requires more than understanding the content. I had to prepare lessons, review 16 ongoing projects, and ensure that no student was falling behind. The pressure was real.
One training session with Osotwa completely shifted my perspective. We learned that it is okay and even crucial for students to see their mentor make mistakes in real time. When something breaks during live coding, or when a question arises that you are not entirely sure about, that moment is not failure. It is teaching. It shows students that even experienced developers debug, rethink, and adapt. What matters is how you rise from the problem, not avoiding the problem itself.
That realization gave me confidence. I led the class to the end of the program, and together we learned, built, struggled, and improved.
Growth did not stop there. I began intentionally reflecting on my teaching process, what worked, what needed improvement, and how I could ensure every new class received a better, more refined version of myself. Teaching is not just about explaining concepts; it is also about listening, adapting, and continually learning.
Beyond teaching, I wanted to build community. Zindua brings in new students every few weeks, and many of the classes do not cross paths. I saw an opportunity to create a connection, so I organized an internal hackathon. The goal was simple: bring students together, break routine, and give them a space to collaborate, experiment, and meet each other beyond their modules.
The hackathon achieved exactly that. Students from software and data science worked together, shared ideas, and tackled real challenges around education and student life. They presented creative solutions, including gamified learning systems that rewarded students with redeemable points for engagement. It was inspiring to watch, and also a learning experience for how to structure future events even better.
This entire journey has been shaped by stepping into opportunities before I felt “ready,” choosing to learn in public, and understanding that growth happens in cycles. Every class I mentor shapes me just as much as I shape them.
I am still learning, still building, and still becoming.
And I am grateful.
Here is to growing as a technical mentor, and to all the students who trust me to guide them along the way.