In fast-changing industries like technology, cyber security, and digital governance, many professionals begin with deep technical skills. This might mean writing code, investigating systems, or solving complex problems. But as careers progress, impact comes not just from expertise, but from the ability to lead, inspire, and bring people together.  

Through my journey, from cyber investigations with the National Investigation Agency to leadership and global collaboration with technology companies, international partners, and academic institutions, I learned that evolution as a leader is intentional, reflective, and grounded in purpose.  

1. Lead with purpose

Purpose gives direction not only to you but to the teams you lead. It transforms tasks into missions and technical outputs into organisational impact. When I reframed my work from solving technical problems to enabling safer digital spaces for citizens, I noticed my colleagues started aligning more naturally with that vision.  

Purpose transforms everyday tasks into meaningful impact.  

2. Make complexity simple

Technical fields are often complicated. Leaders stand out by taking complex ideas and making them understandable.  

I learned early that leadership is not about using jargon to show expertise, but about explaining ideas simply without losing their meaning. When I began communicating cyber risks in a way that business leaders and policymakers could easily understand, I was invited into strategic conversations rather than being seen as ‘just the technical expert’. 

3. Connect across disciplines

No challenge exists in isolation. Cybersecurity, technology governance, public policy, and global cooperation are deeply connected. The ability to work across sectors, cultures, and perspectives separates leaders from specialists. 

During my Chevening Fellowship, working alongside peers from different sectors helped me combine technical knowledge with policy insight, ethical thinking, and cultural understanding. This approach helps create solutions that work across organisations and communities.  

4. Understand people, not just problems

Technical skills can open doors but relationships keep them open. Leading teams, working with stakeholders, and influencing policy all depend on understanding people.  

Often, the most valuable contribution I could make was listening carefully, acknowledging concerns, and building trust. Leadership is built on relationships: empathy, integrity, and trust matter as much as data. 

5. Share what you know

One of the most rewarding parts of my journey has been teaching, mentoring, and sharing insights. Sharing knowledge helps others grow without having to start from scratch.  

From guiding early-career investigators to collaborating with international peers, every conversation reinforced a simple truth: knowledge is most powerful when shared. 

Key takeaway

Learning a skill is just the start. Turning that skill into leadership is where true impact lies. One piece of advice I would offer to fellow Cheveners? Lead with intention, learn with curiosity, and give generously of your knowledge and experience. The world needs leaders who are not just skilled but meaningful. 

For more career support, visit our professional development page.

About the author 

Abhishek Kumar is a cybersecurity and digital governance leader with over 16 years of experience spanning national security, global technology companies, and public policy. He currently serves as Director and Head of Information Security and Policy (India) at SpaceX – Starlink, where he leads regulatory strategy, information security governance, and engagement with government stakeholders. 

Previously, Abhishek has held senior roles at Google, BNY Mellon, and Uber, and has served as a Consultant on Cyber Crimes with India’s National Investigation Agency (NIA), where he contributed to strengthening cyber investigation and open-source intelligence capabilities. A Chevening Cyber Security Fellow (2024), his work focuses on ethical intelligence, cyber resilience, and building responsible leadership at the intersection of technology, law, and public trust. 

Whether your background is in engineering, economics, policy, or development, there are a range of UK master’s courses that will help you to address global energy-related challenges.

But don’t take our word for it; here are four sustainable energy–related master’s courses to consider, as recommended by current Chevening scholars.

1. MPhil in Energy Technologies, University of Cambridge

Delivered by the University of Cambridge, this one-year master’s degree is for students who want to tackle challenges related to sustainable energy supply and use. Acknowledging that energy is an important topic of scientific, technological, environmental, political, and financial interest, the course covers the fundamental science and technologies involved in energy utilisation, electricity generation, energy efficiency, and alternative energy.

Chevening scholar Aaron Chin shares how it’s helping him to make a positive impact.

‘I chose to pursue an MPhil in Energy Technologies at the University of Cambridge because I realised that energy is the invisible thread connecting the world’s most pressing challenges—climate change, social equity, artificial intelligence, and even global diplomacy. Every discussion about progress eventually comes back to energy, and I wanted to be at the heart of that dialogue.

‘At Cambridge, it’s often said that the best learning happens not in lectures but in conversations… and I’ve found that to be true. Some of my most inspiring moments happen at formal dinners, where scholars from every discipline and every corner of the globe gather under one roof.

‘This experience is teaching me more than science; it’s teaching me how decisions are made—by governments, businesses, and individuals… With this holistic perspective, I aim to help shape a sustainable and equitable energy future for Southeast Asia, navigating the complex socio-political and techno-economic landscape to drive real impact.’

2. MSc in Renewable Energy Systems Technology, Loughborough University

Delivered by experts from the Centre for Renewable Energy Systems Technology (CREST), the UK’s largest sustainable energy engineering research centre, this one-year Loughborough University course provides students with the tools they need for an effective career in the global renewable energy sector. It covers a range of renewable energy and supporting technologies, including solar, wind, and biomass, with an emphasis on integration into electricity networks in both developed and developing countries.

Chevening scholar Margaret Yainkain Mansaray tells us more about why she chose this course.

‘As a young girl, I fell in love with nature long before I knew the term “renewable energy”. I was drawn to the warmth of the sun, the strength of the wind, and the life that surrounds us. Over time, that connection grew into a clear sense of purpose. With the support of the Chevening Scholarship, I chose to pursue an MSc in Renewable Energy Systems Technology at Loughborough University because of its strong global reputation and practical, system-based approach to sustainable energy.

‘What I enjoy most about the course is how it connects theory to real-world challenges through hands-on learning and collaborative problem-solving. Alongside my studies, I remain actively involved with Women in Energy Sierra Leone as the Founder and CEO, where we work to expand access to clean, reliable energy and products, while empowering women to participate meaningfully in the energy sector.

‘This programme is equipping me with the technical and leadership skills needed to drive inclusive energy solutions and contribute to climate action and sustainable development.’

3. MSc in Renewable and Sustainable Energy, University of Bradford

The University of Bradford’s MSc in Renewable and Sustainable Energy was designed to train future engineers to lead the global energy transformation by addressing critical challenges related to climate change, clean growth, and sustainability. This one-year programme focuses on providing students with the knowledge and tools they need to solve real-world challenges relating to renewable and sustainable energy technologies.

Chevening scholar Kayan Pokanau tells us more.

‘I chose to pursue a Master’s in Renewable and Sustainable Energy because accelerating renewable energy is central to limiting global warming to 1.5°C rather than 2°C, where the impacts on human health, food security, water systems, and sea levels become far more severe. Coming from Papua New Guinea, often described as the world’s last frontier, climate change is not abstract; rising seas and environmental degradation are already visible.

‘The University of Bradford stood out for its focused, supportive academic environment and a cost of living that makes concentrated study realistic. What I value most is the strong emphasis on energy modelling and forecasting. Understanding future energy demand and emissions is critical for informing policy, legislation, and strategic planning.

‘The course has also sharpened my engagement with global energy issues; energy truly is the new currency shaping our world. It’s also equipping me to influence policy, advocate for renewable energy adoption, and protect livelihoods that depend on land and sea, both at home and beyond.’

4. MSc in Renewable Energy and Decarbonisation Technologies, University of Strathclyde

This MSc from the University of Strathclyde provides students with the knowledge and skills they need to lead the transition to a low-carbon economy.  Throughout the course, students explore the environmental, ethical, and socio-economic impacts of decarbonisation technologies and develop skills to evaluate and communicate the sustainability of energy projects.

Chevening scholar Santiago Cubillos shares how it’s helping him to make a positive impact.

‘I chose Strathclyde because it offers a balance between technical knowledge, management thinking, and regulatory understanding. That combination is critical for making high-impact decisions in future renewable energy developments in my country.

‘Strathclyde has a strong track record in renewable energy, particularly in wind power, which aligns with challenges and opportunities in Colombia, where wind energy has significant untapped potential. Studying here allows me to develop a strategic leadership mindset required to translate knowledge into action. This MSc is not just about understanding technologies; it is learning how to take the responsibility for leading energy transition.

‘The course provides me with a clear understanding of where the energy sector is heading and which challenges the industry is facing today. This perspective allows me to anticipate, rather than react, to the obstacles I will face when contributing to the energy transition in my country. Moreover, the staff and my international cohort remain as a strong network for future collaboration and synergies once I get back to Colombia.

‘By combining my work experience with the program learnings, I will become a senior engineer for which I intend to guide the next generation of engineers through mentoring, consulting, and the development of new initiatives that foster sustainable deployment in Colombia.’

These five free courses are designed specifically for non-specialists. No coding experience required.   

1. AI for Everyone – Coursera (DeepLearning.AI)  

Artificial Intelligence is transforming education, healthcare, governance, and the global economy. This course explains AI in simple, practical terms and shows how organisations can adopt it responsibly.  

Best for: policymakers, NGO leaders, project managers, communications professionals.  

2. Data for Effective Policy Making – Inter-American Development Bank (Coursera) 

If you work in government, public policy, or NGOs, this course is essential. Learn how to interpret data, evaluate evidence, and use insights to inform better policy decisions. 

Best for: policy officers, civil servants, NGO leaders, and public sector professionals. 

3. Data and Urban Governance – Sciences Po (Coursera) 

Discover how big data informs city governance, algorithmic decision-making, public services, and citizen engagement. 

Best for: local government professionals, urban planners, and policy advisors. 

4. Digital Skills: User Experience – FutureLearn (Accenture)  

 User experience (UX) sits at the heart of modern digital services, from government portals to healthcare apps. This course explains how to design services that meet real user needs – a valuable skill for anyone working in public service or social innovation. 

Best for: health and social care leaders, digital programme managers, entrepreneurs, service designers.  

5. Data Science: R Basics (Harvard University) 

Learn the fundamentals of R, a free programming language that helps you analyse and visualise data. This course covers basic coding, data manipulation, and creating simple charts using real-world datasets. 

Best for: policy makers, researchers, and Chevening scholars who want to turn data into evidence-based decisions. 

Chevening alumna Anila Yousuf has spent more than a decade leading community-driven efforts to improve education and wellbeing in Pishukan, a marginalised coastal district in Baluchistan. 

As Headmistress of the Government Girls Higher Secondary School in Pishukan, she has worked to expand access to clean water, education, and safe spaces for women and girls. 

Addressing barriers to education and wellbeing 

Since 2013, Anila has worked at the grassroots to address the systemic barriers facing women and girls in her community. 

‘While working in Pishukan, I realised how people were deprived of the basic necessities of life – clean drinking water, electricity, health facilities, and above all, education.’    

Schools were struggling with shortages of infrastructure, textbooks, and teachers, especially in science and STEM subjects. At the same time, women and girls faced significant challenges related to water scarcity, poverty, and gender inequality within households. Many also had to travel long distances to school. 

In response, Anila restarted secondary-level classes that had been suspended and worked with community members and the local district administration to arrange transport for girls to attend college in Gwadar city. 

They became the first cohort of girls from Pishukan to continue their education beyond secondary school. The transport service remains in place today, and former students are now studying at universities across Pakistan. 

Creating safe spaces for learning 

As access to education improved, Anila recognised that learning also required safe and inclusive spaces beyond the classroom.

One of her most significant achievements has been the establishment of the first and only library for women and girls in the area. Created through a social-media-led book donation campaign, the library introduced girls to global perspectives through books and stories. 

In a province with no public spaces for women, the library has become a vital centre for learning, study circles, and peer support. Run by a committee of schoolgirls, it now holds more than 3,000 books and is visited by around 50 girls each day. 

Building on this momentum, Anila also founded the Pishukan Educational Foundation, with a focus on education, awareness and capacity-building for women and girls. Through peer-led sessions, the foundation addresses topics often considered taboo, including menstrual hygiene, reproductive health, nutrition, breast cancer awareness, and emotional wellbeing. 

Strengthening leadership through Chevening 

Anila says her Chevening experience was a turning point in strengthening her confidence, leadership, and ability to advocate for women. 

‘Chevening was a game changer for me. It helped me rebuild my confidence, challenge my personal limitations, and see myself as a leader who would create change.’  

Studying in the UK exposed her to new ways of thinking about inequality and education, while the global recognition of the Chevening Scholarship has helped her to attract support from organisaitons working on gender and education since returning to Pakistan. 

Looking ahead  

Anila now plans to launch an adult female literacy programme focused on gender equality, legal rights, health, and economic empowerment, ensuring women in her community are not only educated but equipped to lead lasting change.  

She believes the initiative will have long-term benefits for women and the wider community, including improved health outcomes, reduced poverty, stronger civic engagement, and greater social justice. 

Read more inspiring stories from our Chevening community.   

We interviewed Nappakarn to find out more.

A pathway to inclusive education and community development

Nappakarn’s decision to study in the UK was about more than just obtaining a master’s degree.

‘I wanted to study in the UK through the Chevening Scholarship because I was drawn to the UK’s strong commitment to social inclusion, lifelong learning, and the responsiveness that the UK has to the ageing population,’ Nappakarn explains.

She was particularly interested in studying at the University of Glasgow because of its world-class reputation for both academic excellence and student experience.

‘The fact that the University of Glasgow has a very inclusive and community-friendly learning atmosphere is what I like most about the university…. Learning here is not only about engaging with theory, but about making it accessible and relevant. Even at dissertation, we have options of either [completing a] traditional dissertation or challenge-based dissertation, which allows me to focus on practical, real-world issues that directly relate to my work and future goals,’ Nappakarn explains. ‘The university encourages students to connect theory with practice and to approach real social issues critically.’ 

What’s more, the University of Glasgow’s master’s in adult learning, community development, and youth work was a perfect fit for Nappakarn’s career aspirations.

‘I chose my course and university very carefully, based on how closely they aligned with my professional experience and long-term goals in adult and community education. The master’s in adult learning, community development, and youth work stood out to me because it directly relates to my work with both older adults and young volunteers,’ she explains.

Applying her learning to Thailand’s ageing population

At the University of Glasgow, Nappakarn has had the opportunity to deepen her understanding of participatory learning and empowerment with modules like Adult Learning for Transformation and Community-Based Group Work.

‘These modules have been particularly meaningful in shaping my understanding of participatory learning, empowerment, and non-formal education… providing me with tools I can use in the process of designing intergenerational and community-based learning programmes in Thailand,’ Nappakarn says.

In addition to her studies, Nappakarn is undertaking a placement at the International Women’s Group (IWG).

She’s also delivered English for speakers of other languages (ESOL) and IT classes to refugee women, helping them build confidence and navigate their new lives in the UK. This experience has been invaluable in shaping her understanding of how community spaces can foster collaboration and meet the needs of individuals.

Creating a lasting impact

Looking ahead, Nappakarn is eager to apply what she’s learnt.

‘When I return to Thailand, I plan to grow my intergenerational learning initiative by applying what I have learned from UK practice in adult education, community development, leadership, and my placement experience. I will continue offering online technology classes for older adults and hope to create a social media space where older adults can learn basic digital skills in a friendly and accessible way, helping them to stay connected to their communities and continue contributing to society alongside younger generations.’

‘Through this work, I hope to play a small but meaningful role in building a more inclusive, connected, and resilient ageing society in Thailand.’

We can’t wait to follow Nappakarn’s journey!

Read more inspiring stories from our Chevening community.

A newsroom that wants you to win 

I spent three months with the What in the World team, and from day one I could feel that the people at the BBC truly wanted me to succeed. I was always encouraged to pitch ideas, take initiative, and learn quickly.  

I worked in a huge global newsroom under real time pressure every day. Speed matters. Ideas matter. Accuracy matters even more. I learned to triple-check everything before publishing – subtitles, phrasing, visuals, sources, etc. There’s no shortcut around precision.  

Inside the What in the World department 

I worked on the daily news podcast What in the World, targeting the Gen Z audience. With my background in podcasting from Japan, it felt like the ideal environment for me. The pace was fast and demanding, and I absolutely loved it!  

I was involved in all stages of production: pitching ideas, running social media, interviewing and booking guests across the world, writing scripts, editing episodes, and handling post-production, often under tight deadlines. 

I also had the opportunity to support other departments with translation and voiceovers, which showed me how this huge organisation could operate as one team. Every day was a masterclass in multitasking, collaboration, and creative problem-solving. 

Bring Ukraine to a global audience 

The piece I’m most proud of is an episode on education during the war in Ukraine. When I started this placement, my main goal was to get a Ukraine-related story published. I began by bringing Ukrainian guests onto the podcast and ended up producing a full episode.

For example, making a story about sumo, I managed to secure an interview with a famous Ukrainian wrestler living in Japan. It wasn’t easy – juggling time zones, getting official letters from the sumo federation, and using Japanese to communicate with everyone who helped me reach him. But all the effort paid off, and we brought this piece to life. 

In addition, I ran What in the World’s COP30 coverage for two weeks, producing extra content and appearing on camera with explainers. There’s a specific moment when everything is moving fast, you’re busy, slightly exhausted, and you can see real results. That’s when I feel most alive. 

What I learnt at the BBC 

I saw the BBC’s approach to storytelling – clarity, compassion, and fearless global reporting. It showed me how quality, accuracy, and integrity make journalism powerful, and how much responsibility comes with that. 

This experience equipped me to continue telling human-interest stories with fairness, balance, and courage, helping people better understand each other across borders. This placement challenged me, inspired, and shaped how I approach journalism going forward. I grew professionally, built meaningful connections, and not just observed the BBC’s storytelling from the inside but became a part of it. 

I feel it has been a successful collaboration and a strong fit with my department. It was a transformative and unforgettable experience that will stay with me forever. 

Chevening alumnus Raju Kendre grew up in a nomadic tribal community in central India. For years, he watched generations of talented young people miss out on opportunities based on prejudice and exclusion.  

Raju’s journey through the education system was often isolating, but friends, mentors and supportive ecosystems showed him that ‘knowledge becomes liberation when it is shared’.  

Eight years ago, Raju founded the Eklavya India Foundation (EIF) which has supported more than 2,500 students to study at leading universities in India and abroad.  

Here are the five mentorship lessons Raju’s journey has taught him:     

Mentorship accelerates growth faster than knowledge alone 

My parents were married in childhood and never had the chance to complete primary school. Our family lacked basic social, economic, and cultural capital, and the world of higher education felt distant; designed for people unlike us.  

For many years, I believed hard work and resilience alone were enough. But I learned an uncomfortable truth: in systems not built for you, hard work without guidance is often invisible.  

During my Chevening journey, I met people who translated complex systems into navigable steps: how to build partnerships, how to negotiate, and how to scale a social mission on national and global platforms. These conversations gave me the confidence to expand EIF’s work beyond our small district where it began eight years ago.  

Today, our students are studying and contributing in more than ten countries across the world. The journey from a quiet village to a global network of first-generation scholars was the result of people who believed in me, humanised my journey, and helped me see myself as a leader.   

Finding the right mentor is about values, not titles 

Finding the right mentor is not about reaching out to the most accomplished or powerful person you can find; it begins with asking a deeper question: Who understands my journey and the future I hope to build?  

For those navigating exclusion or inequality, mentorship is most powerful when it comes from people who have walked similar roads. Titles do not guarantee empathy, lived experience does. Speaking with someone who has navigated discrimination, financial hardship, or systemic barriers can reveal what feels possible. 

A real mentor is not interested in what you already are but is invested in who you can become.  

Effective mentees show commitment, not perfection 

The strongest mentorship relationships are built on honesty and consistency, not perfection. At EIF, the students who grow fastest are rarely those labelled ‘naturally brilliant.’ They are the ones who showed up to every workshop, asked difficult questions without shame, absorbed feedback, and continued to push forward after setbacks.  

They treat mistakes as lessons and, importantly, return to support those who come after them. This cycle of learning reflects a core leadership principle: progress is strongest when it is shared. 

Mentorship multiplies opportunity and impact 

Mentorship extends far beyond university admission. For first-generation learners, it builds confidence, belonging, and networks. Mentorship not only helps students enter top institutions, but complete their degrees, pursue dignified careers, and develop leadership skills. 

When people see leaders who look like them succeed, their aspirations expand. Over time, social capital becomes shared capital, and leadership becomes collective. It shifts the mindset of entire families, turning education from a distant luxury into a pathway to dignity.

Take one practical step today: ask 

Your first mentorship relationship will not be flawless or perfectly planned. It begins with one brave act: reaching out.  

Write to someone you admire. Share who you are, what you hope to achieve, and ask for one concrete piece of guidance. Sometimes a single conversation can shift your entire horizon.  

Mentorship is not an accessory to success. It is the bridge between possibility and reality. I am living proof of this, and through the thousands of young people at EIF, I see every day how mentorship within marginalised communities reshapes futures. 

We hear from a group of 2024-25 Chevening alumni from across Africa, Asia and the Pacific, who pursued master’s degrees in energy and sustainability-related fields. Supported through a partnership with the Carbon Trust and the Transforming Energy Access (TEA) initiative, these scholars are developing the skills, networks, and expertise needed to tackle energy challenges in their home countries. 

Life and learning in the UK 

Beyond technical knowledge, scholars gain transferable skills through collaborative projects, workshops, and university life in the UK. 

‘Studying in the UK has shown me a different way of learning. It has shown me that schooling can be hassle-free, collaborative and an enjoyable experience.’ – Uchechukwu Okoro, Sustainability and Renewables, University of Dundee 

‘Joining extracurricular communities like STEM and beekeeping helped me build a supportive network while adapting to life in the UK.’ – Deisy Pinto, Renewable Energy and Power Systems Management, University of London

Chevening Scholarships also offer access to new connections and a lifelong supportive network. Scholars co-funded by TEA participated in the end-of-year Chevening TEA Research Workshop, which brought together industry leaders, government representatives, and fellow students. The workshop gave them the chance to present their thesis topics and forge collaborations to turn academic work into actionable solutions.  

‘Through TEA, I have secured five meaningful opportunities, including an apprenticeship placement, a conference speaking engagement to present my dissertation findings, and multiple collaboration and future partnership prospects. – Agatha Ankunda 

Preparing to lead in sustainable energy 

As they return home, these scholars are ready to lead efforts towards cleaner, more inclusive energy systems.  

This year, we welcomed ten new scholars co-funded by TEA for the 2025/26 academic year. They will benefit from mentorship, workshops and collaboration opportunities as they build the skills needed to transform energy access in their communities. 

If you are interested in developing a more sustainable future and creating real-world impact, explore whether Chevening could be the right step on your journey.  

In recent years, Zile has:  

• Pioneered climate change degree programmes in universities 
• Led voter education campaigns  
• Volunteered on the world’s first Oxford COVID-19 Tracker  
• Developed financial empowerment programmes for the transgender community  
• Contributed articles on climate and environmental issues  
• Established an endowment fund to support female education 

Her achievements have earned recognition on national and international stages, including: 

• 50 Leading lights of Asia Pacific 2025  
• Publication in the Financial Times UK  
• Silver and Bronze Women Changing the World Regional Awards 2025 in Humanitarian Impact and Sustainability  
• The Climate Excellence Award 2025 
• Integrity Icon Award 2021  
• Agahi Award 2018 

She was also a finalist for the British Council UK Alumni Award and the UK Postgraduate Award 2020 and has received appreciation letters from senior government officials in Pakistan.  

A commitment to justice and resilience 

Zile’s work is driven by a deep commitment to building a just, resilient and inclusive society. Growing up in Pakistan, a country affected by climate vulnerability and socio-economic inequalities, she saw firsthand how environmental challenges directly impact people’s rights, opportunities, and wellbeing.  

‘Climate change disproportionately affects marginalised groups. Addressing it effectively requires policies that protect rights, empower communities and create long-term pathways for resilience. 

‘Higher education plays a transformative role in shaping informed citizens and climate-literate leaders. My motivation comes from working at the intersection of these fields to create platforms where young people, women, and vulnerable communities can fully participate in solutions.’

The Chevening journey 

In 2019, Zile completed her master’s in Public Policy Analysis at Oxford University.

‘The Chevening experience equipped me with the tools to design inclusive policies and lead initiatives that create meaningful impact at the grassroots and beyond.’  

Among her many contributions during the scholarship, Zile remotely volunteered for the Oxford COVID-19 Tracker, a flagship project of the Blavantik School of Government. She supported real-time coding of government policy responses on education, transport, and border closures enabling governments worldwide to compare measures and adopt more effective strategies during the pandemic. 

Sharing leadership through experience  

Key moments in her public service career have also shaped her approach to leadership. Working on climate-related awareness initiatives during floods and heatwaves in Pakistan, she witnessed the disproportionate impact on women, children, and low-income households.  

‘Leadership must be compassionate, people-centred, and grounded in evidence-based policymaking.’ 

Empowering the next generation 

Zile is passionate about empowering the next generation of leaders.  

‘Believe in the power of your voice, your strengths, and your ideas. You can make positive change with small steps that lead to a bigger impact. You don’t need perfect conditions to start, you can begin exactly where you are, with the resources you have.’ 

Through her achievements and ongoing initiatives, Zile Huma is demonstrating the transformative potential of Chevening Scholars with knowledge, leadership, and a commitment to positive change to build a more sustainable, inclusive, and equitable world. 

To help others, I’m sharing three things that helped me adjust to UK academic life as a Chevening scholar!

My parents never went to school but they both strongly understood the value of education. I remember my father, a watchman, did learn how to write his name and would proudly beam when he got it right. By the time I had started my first degree in Ghana, I was already a mum to a toddler with another on the way, completing my degree with my little ones by my side. 

I’m proud to now be studying a masters at Newcastle University on a Chevening Scholarship!

From my induction to the campus tour and very first lecture, I gradually found myself settling into the programme, despite initially struggling to understand the lecture style.  

Three things helped me adjust to UK university 

1. My personal tutor 

In the UK, every student is assigned a personal tutor, someone that you can go to for academic or pastoral support. Accessing my lecturers was straightforward, and their guidance in selecting the appropriate modules proved invaluable in helping me navigate my academic journey with confidence. 

It’s also okay to admit when you don’t know something! Only by asking questions are you able to learn and grow.

2. University resources and facilities

The resources in your school are there to help you excel.

The UK academic system promotes independent learning, teaching you how to manage your workload and build confidence in forming your own viewpoints. University resources are there to support you in doing this. For example, I access lecture slides in advance through the student portal.

The facilities at Newcastle University have also helped me settle in. The cosy reading rooms, stocked libraries, and green spaces on campus makes it convenient to find a comfortable spot to study, relax between lectures, and connect with fellow students.

3. Leadership opportunities 

As a Chevening scholar, you are far away from home. The last thing you want to do is to be in a shell of your own and miss out on life-long connections.  

Taking on the roles of Student Representative and EDI Representative for my cohort has been a great experience. These positions have allowed me to share insights, advocate for my peers, and actively contribute to creating a more inclusive, supportive student community. 

Adjusting to student life in another country is a process and can take time. Remember your dreams and let them serve as the springboard for your future success, even in the face of challenges.

Lorrencia is a Chevening Social Media Ambassador, you can follow her Chevening journey!