I am not yet fully set on a single professional path, as the future remains unpredictable. However, I now have a clear sense of what truly drives me. My ambition is to build a career at the intersection of finance, cybersecurity, and artificial intelligence, three fields that have the potential to redefine global economic systems.

In the long term, I aim to become a professional capable of bridging the gap between technology and finance, leveraging my engineering and cybersecurity background to design secure, data-driven financial ecosystems that foster trust, transparency, and sustainable growth in an increasingly digital world.

For my Personal Engagement Report (PER), I chose to put my conversational English skills to good use, strengthened by both my academic background and international experiences. I designed and delivered individual online lessons for five international students from Switzerland, France, Mongolia, Brazil, and China. The sessions took place over two semesters, from October 2024 to May 2025, totaling 78 hours of teaching, with lessons ranging from 30 minutes to 2 hours depending on each student's needs.

The main objective was to help each participant gain fluency, spontaneity, and confidence when speaking English, through an engaging and interactive learning environment. By opting for a fully personalized format, I was able to adapt every lesson to the learners' specific levels and expectations.

The teaching structure was organized around five key stages: initial assessment, personalized planning, targeted content preparation, interactive delivery, and continuous feedback.

The topics covered ranged from travel and global news to professional scenarios such as job interviews, collaborative projects, and negotiations, supported by a variety of materials: simplified articles, audio and video excerpts, and guided discussions. This format encouraged authentic, spontaneous, and diverse oral practice.

I also integrated dynamic activities such as role plays, real-life simulations, and short presentations followed by Q&A sessions. Each lesson followed a clear structure: a short icebreaker (5-10 min), the main activity (40-90 min), and a personalized feedback session (5-15 min).

Over time, the students showed significant progress in their speaking confidence, fluency, and ability to express ideas naturally. On my side, I improved my lesson planning, time management, and adaptability, while gaining a deeper understanding of different learning profiles and intercultural communication dynamics.

Overall, the results were highly positive. One student faced more difficulties, which I saw as a valuable lesson in pedagogical adaptation, while another successfully passed a job interview in English, providing tangible proof of the project's impact.

This experience allowed me to develop key skills in differentiated teaching, interpersonal communication, project management, and leadership. I learned how to structure my interventions efficiently, maintain motivation over time, and support learners in an intercultural and digital context.

With more than 103 hours of personal investment, this project represents a solid foundation of professional and human experience that I will proudly carry into my future career as a digital engineer.

Since the beginning of my fourth year at ESAIP Graduate School of Engineering, I have been engaged in a long-term scientific research project designed to introduce engineering students to the methodology, discipline, and rigor of academic research. This two-year initiative aims to train us in the processes of literature review, experimentation, data analysis, and scientific writing, with the ultimate objective of producing and publishing a research paper by the end of the program.

My research focuses on a topic at the crossroads of cybersecurity, telecommunications, and signal engineering: “Jamming, Spoofing, and Hacking: The Silent Threat to GPS Localization.”

The project investigates the growing vulnerabilities of Global Positioning Systems (GPS) and other satellite-based navigation technologies, which underpin critical sectors such as transportation, defense, telecommunications, and autonomous mobility. Despite their widespread adoption, these systems are increasingly exposed to intentional interference (jamming), deceptive manipulation (spoofing), and cyberattacks, all of which can compromise the accuracy, reliability, and integrity of geolocation data.

Through this research, I aim to analyze and simulate various attack scenarios targeting GPS signals, assess their impact on system performance, and explore potential countermeasures and detection mechanisms. This involves studying signal propagation, error modeling, and the design of resilient architectures capable of mitigating external disruptions.

Beyond its technical dimension, this project also encourages a broader reflection on the societal and ethical implications of satellite-based technologies. In a world increasingly dependent on digital and autonomous systems, ensuring the trustworthiness of location data is not just a technical challenge but a matter of global security and public safety.

This research experience allows me to deepen my expertise in cyber defense, signal analysis, and data integrity, while developing essential skills in scientific communication, teamwork, and critical thinking. It also represents an opportunity to contribute to a growing academic field and to bridge the gap between theoretical innovation and real-world cybersecurity challenges.

In the long term, I see this project as a cornerstone of my professional journey, combining my passion for technology, my curiosity for complex systems, and my commitment to building a safer and more reliable digital world.

Beyond my engineering studies, I have had the opportunity to live transformative international experiences that shaped both my personal and professional identity. Each journey helped me develop new perspectives, improve my communication skills, and strengthen my ability to adapt to multicultural environments.

My first major international experience took place in Boston, where I studied English at EF International Language Campus for two semesters. I entered the program at level B2.2 and completed it at C2.3, reaching full fluency. This turning point allowed me to gain advanced language proficiency and build friendships and professional connections with people from around the world.

Living in such a dynamic and diverse environment opened my eyes to a global way of thinking and gave me a deeper understanding of cultural diversity and international communication.

Later, I continued my journey in Seoul, studying at Hanyang University in the Korean Language Program. Across several intensive sessions, I completed more than 600 hours of Korean classes, developing both linguistic skills and cultural understanding.

South Korea quickly became a place where I felt inspired, challenged, and at home. I discovered a passion for its language, traditions, and values, along with its innovative spirit in technology and education. Studying there allowed me to connect with international students and professors, expanding my network and strengthening my cross-cultural adaptability.

Each experience abroad helped me grow into a more open-minded, globally aware, and culturally versatile individual. They reinforced my conviction that the future of innovation lies in collaboration beyond borders and continue to guide the way I approach both my personal ambitions and professional projects.