Anna Chan Kwan Nga

In the last ten years, I have been learning music one phrase at a time.

Playing the saxophone has taught me that progress takes time. It comes from returning to the same passage, slowly reflecting on what went wrong, and building skill through consistent practice. A musician cannot rush through scales and expect to perform well; similarly, students need structure, practice, feedback and encouragement to convert knowledge into genuine skill.

That is why I am in full support of Inkoders’ mission.

As Officer of Curriculum & Institutional Affairs, I would like to contribute to the creation of learning experiences that make foundational and digital literacy connected tools for navigating the world. Through Chinese debate, I have learned to conduct research meticulously, organise arguments, and listen to diverse perspectives. Through writing competitions, I have seen how language can turn complex ideas into something memorable. Although the use of AI has become ubiquitous, it can never substitute the judgement needed to evaluate information, the empathy needed to understand others, or the ability to express an original idea with clarity and purpose. These experiences will guide my approach to the curriculum as a pathway that helps students think, communicate, and grow confidently instead of mere information to be delivered.

At the same time, I am also building a gamified study and mood-management platform, where students customise 2D pixel-art rooms while using targeted soundscapes to focus, rest, learn, and overcome study burnout. The process of building this project convinced me that technology is most meaningful when it is used as an auxiliary tool to support human wellbeing and learning rather than replacing fundamentals.

At Inkoders, I would like to help to create a space which students are eager to return to: an environment where their foundational skills in reading, writing, reasoning, and communication are being improved while being equipped with digital literacy.