Turning Student Life into a Global Hackathon Stage
Winning a single hackathon is already a major achievement. For Phen Jing Yuan, a Bachelor of Computer Science (Honours) graduate, more than 30 student hackathon wins became his new normal. Rather than viewing university as only a place to learn to code, he treated it as a laboratory for experimentation, innovation, and technopreneurship. Each software developer competition became a testbed for translating classroom concepts into real-world solutions, from AI‑powered tools to security‑driven platforms. This mindset shifted his focus from merely completing assignments to building products that could thrive beyond campus. By the time he graduated, Jing Yuan had collected titles from events across Asia and the United States, proving that computer science education can be a direct pathway to global recognition when it is used as a springboard for bold ideas and relentless iteration.
A Flexible Computer Science Ecosystem Built for Builders
Behind Jing Yuan’s string of student hackathon wins is an academic environment intentionally built to be flexible rather than one‑size‑fits‑all. At Taylor’s University’s School of Computer Science, the Bachelor of Computer Science (Honours) program focuses on project‑based learning and customizable pathways. Its Triple Track model lets students choose between a conventional route with an internship, extended work‑based learning, or a technopreneurship track designed for aspiring founders. Guided by Program Director Dr Navid Ali Khan, the curriculum emphasizes turning theory into practical impact. Jing Yuan used this freedom to master both AI and Cybersecurity at the same time, enabling him to design innovative systems while understanding how to secure them. This combination of structured learning and personal choice helped him develop tech builder skills—technical depth, security awareness, and business thinking—that differentiate builders from traditional graduates who only seek ready‑made roles.
Learning to Build Through Collaboration, Not in Silos
Modern software development rarely happens in isolation, and Jing Yuan’s journey reflects that reality. The School of Computer Science’s interdisciplinary cluster model brings together students from Computer Science, Software Engineering, and Information Technology to solve complex problems as mixed teams. Working with peers who specialized in different areas gave his projects an edge in every software developer competition he entered. At the BUIDL Asia Seoul Hackathon 2025, his team clinched the Overall Championship with a mental‑health assistant that combined AI, security, and thoughtful product development. Jing Yuan credits these collaborative experiences with sharpening his communication, leadership, and risk‑taking abilities—core tech builder skills that go beyond coding. Having teammates who shared a common vision and were willing to experiment together turned those intense hackathon weekends into realistic simulations of cross‑functional startup life.
From Classroom to Global Competitions: Experiential Learning in Action
Experiential learning sits at the heart of Jing Yuan’s computer science education. On campus, he had access to specialized facilities like the Cybersecurity Lab, Huawei Lab, and Mac Lab, where he could practice with the same tools used in industry. Beyond the labs, dual‑award degrees, international articulation pathways, and industry collaborations exposed him to a global tech ecosystem. Hackathons became his training ground: a place to validate business ideas, stress‑test new technologies, and refine his portfolio. His projects tackled tangible problems, such as JustETH, a decentralized food rating app that placed in the Top 5 at ETHKL 2024, and DhalWay, a multi‑chain crypto transfer solution that won the Flow Track at ETHGlobal New Delhi. Each win reinforced how a well‑designed academic framework can fuel real‑world innovation and transform students into recognized builders on the global stage.
Redefining What It Means to Be a Tech Builder
Jing Yuan’s story shows how computer science education can do much more than produce competent coders. With the right ecosystem, students can evolve into creators who design new roles and opportunities for themselves. Ranked among the top institutions globally for Data Science and AI, the School of Computer Science at Taylor’s University positions its students within an international community of innovators. However, as Jing Yuan emphasizes, the university is an enabler, not the sole driver. Growth still depends on a student’s own initiative, resilience, and willingness to learn from failure. His 30+ student hackathon wins are not just trophies; they represent a mindset shift from job seeker to tech builder. For aspiring developers, his journey offers a blueprint: use structured learning as a launchpad, embrace collaboration, and turn every competition into a step toward long‑term impact.