PART III. READING 1
THE STUDENT WHO CHANGED HER MIND
When Anna entered university, she believed that choosing a degree meant choosing a profession for life.
At school, she had excelled in mathematics and computer science, so studying information technology seemed like the logical decision. Her family approved. Her teachers encouraged her. The employment prospects were excellent.
During her first semester, however, Anna became less certain.
She could complete the technical assignments successfully, but she noticed something surprising. The parts of university life she enjoyed most were not necessarily the programming tasks. She enjoyed coordinating group projects, explaining difficult concepts to classmates and presenting the team's results.
At first, she interpreted this as evidence that she had chosen the wrong degree.
Then one lecturer challenged that assumption.
“Your degree does not prescribe one job,” he told her. “It gives you a set of knowledge and transferable skills. What you do with them may change several times during your career.”
The comment changed Anna's perspective.
She started researching careers that combined technology, communication, and management. She discovered product management, technology consulting, project coordination and digital transformation.
These professions still required technological literacy, but they also required communication, leadership, strategic thinking and collaboration.
Anna eventually realized that the question:
“What profession will I have?”
was less useful than:
“What combination of skills do I want to develop?”
By her third year, she was coordinating a student technology project. She continued studying programming, but she also deliberately developed her presentation, project management, and professional English skills.
Her career path was becoming less predictable but more intentional.
For Anna, professional identity was no longer a fixed label.
It was something she was gradually building.
Метод оцінювання: Краща оцінка.