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Learn more about Muhammad

• Can you tell us about your first experience using a computer?

  I was about nine or ten years old when my family got our first home computer, a chunky desktop running Windows 98. I remember being completely mesmerised by it. I started out like most kids, playing games and exploring whatever I could click on, but pretty quickly I became the person in the house who everyone called when something went wrong with it. That curiosity never really left me. What started as poking around settings and figuring out why things worked the way they did eventually turned into a full-blown passion for computing that I've carried ever since.

• What is the technological evolution that has marked you most, and what will be, in your eyes, a turning point in this field?

  Without question, the rise of the internet and smartphones changed everything including the way we communicate, learn, work, and see the world shifted completely within a single generation. But the evolution that genuinely excites and challenges me right now is artificial intelligence. We're at a point where AI is no longer science fiction; it's embedded in tools students use every day. I think the real turning point will come when we stop asking "can AI do this?" and start asking "how do we teach people to work alongside it responsibly?" That's a question educators like me need to be thinking about seriously.

• Explain your expertise, your interest in it and, more broadly, its importance in the computer world.

  I teach Computing across a wide range, from GCSE Python and computer science theory all the way through to undergraduate-level topics like algorithms, data structures, software engineering and beyond. What I love about the subject is that it sits at the intersection of logic and creativity, you're solving real problems, but there's often more than one elegant way to do it. In terms of importance, I genuinely believe computing literacy is the new literacy. It's not just for people who want to be developers; understanding how technology works gives you agency in a world that runs on it.

• Do so-called 'visionaries' such as Bill Gates, Steve Jobs and Mark Zuckerberg inspire you, or do you have other role models?

  They're fascinating figures, and there's no denying the scale of what they built. But the people who inspire me most are the ones you don't always see on magazine covers — teachers, researchers, and engineers who quietly shaped the foundations of computing. People like Grace Hopper, who helped develop one of the first compilers and championed the idea that programming could be accessible to more people, or Tim Berners-Lee, who invented the World Wide Web and then chose to give it to the world for free. That kind of thinking and building something and making it open is what I find genuinely inspiring.

• Provide a valuable anecdote related to your subject or your days at school.

  on a Python project. She'd been struggling for a while with loops and kept getting frustrated, convinced she "just wasn't a coding person." Then one session, something clicked. She wrote a small programme that automated something she'd been doing manually, and she actually gasped when it ran correctly. She turned to me and said "I made the computer do what I wanted." That reaction is what teaching is all about. It's not about getting through the syllabus; it's about that moment when someone realises they have the power to make technology work for them.

• What would you say to a person uncomfortable in front of a screen who says that "IT is too complicated"?

  I'd say: every expert you've ever seen was once exactly where you are. Computing can look intimidating from the outside, but that's mostly because we're taught to see it as something mysterious rather than something learnable. I always tell my students that a computer is just a machine that does exactly what you tell it to, no more, no less. The skill is learning how to tell it clearly. We start simple, build confidence, and before long the "too complicated" feeling fades. I've seen it happen time and time again.

• What are your other passions, related or non-related to computers?

  Outside of computing, I'm genuinely interested in how people learn — what makes something finally click for someone who's been stuck. That curiosity about learning crosses over into everything I do. I also enjoy keeping up with technology news and the broader conversation around AI ethics and digital society, because I think those topics matter and don't get enough attention in school curricula. Away from screens, I value time with family, and I find that stepping away from technology occasionally actually makes me a better teacher of it, you come back with fresh perspective.

• What makes you a Superprof in IT?

  I think it's the range combined with the personal attention. I teach everything from a 14-year-old working through GCSE Computer Science to a university student navigating undergraduate coursework and I adapt completely to each person. I don't have a one-size-fits-all lesson plan; I listen to where a student is stuck, understand how they think, and find the explanation that works for them specifically. I also operate through my own limited company, which means teaching isn't a side hustle for me it's my profession, and I take it seriously. Students and parents can feel that difference.