Welcome to the second edition of our Shell NXplorers Voices series. Recently, we spoke with Venera Doshchanova – a dedicated educator, mentor and runner‑up in the ‘Inspiring Mentor’ Shell NXplorers award category. Venera’s story shows how the Shell NXplorers methodology can help educators move beyond traditional teaching approaches and support learners to turn ideas into real-world solutions. From strengthening her own practice to mentoring learners through environmental projects, her journey reflects the power of creation in action.

Venera, let’s start by introducing you and your professional journey. How did it all begin?

My journey began in 2023, when my manager suggested that I take part in Shell NXplorers training. This approach immediately caught my interest as I saw its potential to fundamentally reshape the way I interact with students. Not wanting to limit myself to theory, I decided to try my hand at a teaching excellence competition.

As a result of the competition, I was selected among the top 20 teachers and earned the opportunity to attend in-person training in Astana. After receiving my trainer certificate, I actively began implementing the methodology in my work, developing environmental projects together with students. One particularly meaningful project was the creation of an ornithological site, which was recognised as one of the best at the national level. In 2024, I built on this success by developing my own collection of assignments based on Shell NXplorers, which also won a national competition.

Teaching often involves mentoring, especially when a teacher is also a class tutor. Could you share your journey of becoming a mentor and how this led you to the Shell NXplorers?

Indeed, teaching is closely connected with mentoring, especially in the role of a class tutor. In my practice, this developed gradually, as I moved beyond delivering subject knowledge to helping students unlock their potential and learn to think more broadly.

My development as a mentor began when I realised how active and full of ideas students can be when given the right tools. The Shell NXplorers programme became exactly such a tool for me. It offers a clear and structured framework, especially for tackling complex challenges, which perfectly suits mentoring work. From the first time I encountered the methodology, I understood that it would help my students structure their thinking and turn ideas into real projects.

Shell NXplorers focuses on developing critical and systems thinking. Why do you think these skills are essential for today’s students?

In today’s world, information changes incredibly fast, and simple memorisation is no longer sufficient. Critical thinking allows students to analyse information, distinguish between what is important and secondary, and avoid taking everything at face value. It is a fundamental skill for forming independent opinions.

Systems thinking, in turn, helps students see connections across issues and understand how decisions create wider impacts. This is important for students because it allows them to understand the consequences of their actions and how their decisions can shape the future. The Shell NXplorers programme teaches students to look at problems from different perspectives and to find sustainable solutions, forming a foundation that will help them succeed in any field they choose in the future.

Many teachers say that the Shell NXplorers methodology changes their approach to teaching. How has participation in the programme influenced your own teaching practice and interaction with students?

Participation in the Shell NXplorers programme truly changed my approach as an educator. I now act less as a traditional “knowledge transmitter” and more as a facilitator and mentor. In class, we have more open dialogue, explore problems together and co-create solutions.

My interaction with students has become more of a partnership, which helps build their confidence and ownership. I see their enthusiasm grow when they realise that their opinions matter and that they can influence outcomes themselves. The methodology gave me tools that make learning dynamic and practical.

Tell us about the most memorable or challenging project you worked on with your students within Shell NXplorers. What challenges did you face and how did you overcome them?

The most memorable and at the same time most challenging project was the creation of an ornithological site. We were working with students on the issue of declining nesting of Red Book bird species at Lake Balykty in the Uzunkol district.

We spent a long time discussing the problem, identifying causes and how we could influence the situation – particularly how visitors disturbed the birds during nesting season.

During the analysis phase, when we were mapping connections and examining all influencing factors, the most valuable moment happened – a real ‘aha’ moment. The students themselves came up with the idea of creating an ornithological site that would allow people to observe birds without disturbing them.

For me, as a mentor, this was a very important moment. I saw how students were not just searching for an answer but independently arriving at a conscious and environmentally responsible solution. Moments like this are exactly why I want to continue this work.

In your opinion, how does participation in programmes like this influence students’ career orientation? Does it help them define their future careers in STEM fields?

Absolutely, such programmes play a huge role in career orientation. Through Shell NXplorers, students try themselves in the roles of researchers, engineers, environmental specialists and project managers. They see how science and technology are applied in practice to solve real-world challenges.

This helps them realise that STEM is not just boring formulas, but an opportunity to create something meaningful. Many of my students became genuinely interested in these disciplines after participating in the programme.

What changes do you notice in students after completing the Shell NXplorers course? Does their attitude to global issues such as ecology or energy change?

The changes are very noticeable. First and foremost, students become more aware. If previously global issues seemed distant and unrelated to them, now they understand their own connection to these challenges. They start to see links between everyday behaviour and the state of the environment.

They also gain self-confidence – they realise that their ideas are valuable and they can propose solutions and be heard. This shapes an active life position. And most importantly, they develop an understanding of their role in the world: even at a young age, they can impact their surroundings and contribute to solving real problems.

Looking ahead: what do you think young people need today for a successful future, and how does the Shell NXplorers programme support this?

In my view, for a successful future, young people need not only knowledge but also soft skills. The world is changing rapidly, so creativity, adaptability, teamwork and problem-solving become essential.

It is also important to develop responsibility and awareness – understanding how your actions affect the world and society as a whole. And of course, self-confidence is crucial: the willingness to take initiative and not be afraid to share ideas.

This is exactly where the Shell NXplorers programme plays a significant role. It not only provides tools for analysing and solving problems but also shapes a modern way of thinking. As a result, participants move beyond traditional classroom learning and gain a foundation that truly helps them become successful and in demand in the future.