Featured in our regular spotlight today is Dr. Nosheen Gul, is the Course Leader for Computer Science at Ravensbourne University London, where she plays a key role in shaping an inclusive and forward-thinking computer science course. She holds a PhD and an MSc in Computer Science from the University of Leicester, UK.
Dr. Gul began her academic career in the UK, later serving as Assistant Professor and Head of the Software Engineering Domain at COMSATS University Islamabad, Pakistan. Her research spans formal methods for distributed and mobile systems, software engineering, FrameNet-based modelling, artificial intelligence, and deep learning.
With a professional journey spanning diverse cultural and academic landscapes, Dr. Gul is a dedicated advocate for equity and inclusion in tech. She brings together deep technical expertise with a strong commitment to mentorship and leadership, championing opportunities for women and underrepresented voices to succeed in STEM.
What follows is our exclusive interview.
Question: How did you get your start in technology?
Answer: My entry into the world of technology was driven by a deep sense of curiosity and ambition. Growing up in Pakistan, I was surrounded by social and cultural expectations that often discouraged women from entering technical fields. Despite this, I was passionate about problem-solving and fascinated by how technology could shape the future. Pursuing a BSc in Information Technology was not the conventional choice for women in my community, but I was determined to follow my passion.
That early enthusiasm grew into a lifelong commitment. I pursued further study abroad, completing an MSc and PhD in Computer Science in the UK. Each step required navigating new systems and expectations, but I found strength through a clear purpose — to contribute meaningfully to the tech industry and help others break through similar barriers.
Q: What trends are you following closely and why?
A: As Course Leader for BSc Computer Science at Ravensbourne University London, I work at the intersection of academic innovation and industry relevance. A key trend I follow closely is practice-based learning; embedding hands-on experiences, real-world projects, and industry collaboration into the curriculum. Our programmes are built with strong links to creative and technology sectors, ensuring students are not only technically capable but also industry-ready.
Another trend is the growing focus on differentiated and inclusive learning strategies in tech education. Students today come from diverse backgrounds and need more than a one-size-fits-all approach. I actively lead work to ensure our teaching and assessments reflect that — from inclusive curriculum design to promoting authentic, project-based assessments that recognise individual strengths.
Q: What do you like most about your work in academics?
A: What inspires me most is the opportunity to shape learning journeys that empower students to succeed in the real world. I enjoy building bridges between academic theory and practical, industry-focused outcomes; helping students gain not just qualifications, but confidence and career clarity.
Being part of a university like Ravensbourne, where creativity meets cutting-edge technology, allows me to push boundaries. Whether it’s developing new computing programmes, mentoring junior colleagues, or leading on curriculum reform, I thrive in roles that align educational quality with professional growth. It’s rewarding to contribute to an ecosystem that prepares students to be adaptive, collaborative, and forward-thinking.
Q: What is the solution to more inclusion in the tech profession?
A: Inclusion in tech must go beyond slogans; It needs to be intentional, embedded, and constantly evolving. Structural changes like flexible entry routes, visible leadership, and inclusive recruitment are essential. But we also need to focus on the human side: building networks of support, creating psychologically safe environments, and mentoring future leaders from underrepresented backgrounds.
I have seen how informal support systems, such as peer mentorship, cross-gender alliances, and communities of trust can make a real difference. We need to create spaces where people feel seen and heard, especially in male-dominated environments. In my own leadership journey, I’ve been fortunate to have allies who valued collaboration over competition. Now, I strive to offer the same support to others (students, colleagues, and aspiring leaders) because real inclusion is sustained through relationships and intentional leadership.
Q: Any final thoughts?
A: My journey across diverse cultures and institutions has taught me that true leadership in tech combines strategic vision with empathy and purpose. Inclusion and innovation must go hand in hand if we are to prepare the next generation not just to succeed, but to lead with integrity. As educators and professionals, our responsibility is to shape not only technical capability but also the values that drive meaningful, long-term impact.