Girls Shaping the Digital Future: Journey of Proma Chowdhury from Code to Classroom Impact

In the fast-paced world of software engineering, few journeys weave competition, teaching, and innovation like Proma Chowdhury's. As a Lecturer at East West University, she's transformed her passion for code into a catalyst for learning—and she's just getting started.

Proma pursued her Bachelor of Science in Software Engineering (BSSE) and Master of Science in Software Engineering (MSSE) from the Institute of Information Technology at the University of Dhaka, securing the prestigious Dhaka University Postgraduate Talent Pool Scholarship during her Master's. Beyond the classroom, her competitive edge shone through with 2nd Runner-Up in the 2020 DUITS Programming Contest, top honors in ITVerse at IIT Dhaka, and victory in BUET CSE Fest's Deep Learning Sprint. Now, she dives into research on software testing and AI systems, uncovering flaws in AI-generated code to make technology more trustworthy, dependable and reliable in practice.

Teaching ignites her— “For me, being in a classroom feels like sharing a journey of learning together where ideas and experiences naturally flow between people. I really value those moments when different perspectives come together and something new starts to make sense for everyone. Over time, this has changed how I see knowledge. It is not something fixed or one-sided, but something that grows and becomes richer through connection and interaction.”

A leap came through the Bangladesh Open Source Network (BdOSN). Encouraged by her department chair, Proma debuted as a problem setter for the 2024 National AI Olympiad, and her roles expanded rapidly- coordinator for the 2025 AI Olympiad, head judge for that year's National High School Programming Contest, and continuing her involvement as a problem setter for the national AI Olympiad.

"It marked my transition from contestant to contributor in national academic initiatives. This experience gradually brought me closer to a wider community beyond my university, where I met people who were genuinely passionate about learning and sharing knowledge."

A turning point came through her hands-on interactions with students. "A key moment for me was when I started interacting more closely with students through teaching and academic activities. I began to see how differently each student thinks, learns, and grows when given the right environment and support. It made me realize that learning is not just about solving problems or getting answers but about building confidence and helping someone believe that they can do it. That shift in perspective changed the way I see both teaching and my role in it."

Involvement with such activities broadened her worldview, steering her from narrow competition-focused goals toward holistic impact. "These activities influenced me to think more broadly about my role in the field," Proma notes. "Instead of focusing only on competitions or individual achievement, I started valuing leadership, mentorship, and contributing to learning environments. It encouraged me to explore how I can design better learning experiences and be part of communities that help students grow."

Her commitment deepened over time, with increasing roles in high-stakes national events. "After involvement with such activities beyond my academic journey, I gradually took on more responsibilities in national-level activities, including problem design, coordination, and evaluation for programming and AI competitions," she explains. "Alongside this, I continued my academic and research work and became more involved in teaching. Working closely with students and being part of these environments has helped me continuously learn, especially from the creativity and enthusiasm of the learners."

Working behind the scenes of competitions taught her something deeper: how carefully designed problems can influence not just performance, but learning itself. It also introduced her to leadership, coordination, and the complexities of building fair and meaningful assessments for students across different levels.

One of the most defining shifts in her perspective came through direct engagement with students in teaching environments. Observing their diverse ways of thinking led her to reconsider what education truly means. “It made me realize that learning is not just about solving problems or getting answers but about building confidence and helping someone believe that they can do it,” she says. That realization, she adds, changed how she approaches both teaching and mentoring.

Alongside these insights, she also encountered the less visible challenges of working in fast-moving academic and competitive settings. Managing multiple roles, tight deadlines, and unexpected technical issues often tested her resilience. During one AI Olympiad, for instance, the competition platform became inaccessible due to IP restrictions on Kaggle, forcing organizers to quickly adapt and redesign access pathways so the event could continue smoothly. For her, such moments reinforced the importance of calm decision-making under pressure.

She openly acknowledges that handling such responsibilities does not always come easily. “I tend to be an anxious person, so I had to learn how to stay composed when things go wrong and think practically in the moment.” Over time, these experiences strengthened her confidence in decision-making and encouraged her to take initiative rather than wait for direction.

Today, her work sits at the intersection of software engineering, AI systems, and education. But what ties her journey together is not just technical expertise—it is a gradual shift in identity, from competitor to educator, from participant to contributor, and from problem solver to learning designer.

She believes this evolution naturally led her toward academia, where she could remain close to students and learning environments. More importantly, it reinforced her belief in inclusive and accessible education—especially for women, who continue to face barriers in technology and higher education.

“I feel a strong responsibility toward women in every field where they are still finding their space,” she says. “I want more women to feel that they belong, to speak up, to grow, and to take up opportunities without hesitation.”

Looking ahead, she envisions a future where education is more open, supportive, and accessible and where technology serves real human needs. Her ambition is not only to advance research in software engineering and AI but also to ensure that her work creates meaningful opportunities for others to learn and grow.

“If my journey can help even a few women feel more confident, included, and supported, that would mean the most to me," she pointed out.