From AI Tutor to Tech-Fueled Playground: How Aberdeen Schools Are Reinventing Learning

Remember the smell of a freshly opened textbook back in 2019? That musty, slightly acidic tang of recycled paper that screamed “boring” louder than any teacher ever could? I do — I was in Hazlehead Academy when we got those 2019-issued math books, and let me tell you, they were so dense with Pythagoras and quadratic equations that even the highlighters gave up halfway through. Look, I’m not hating on education history (well, not entirely), but come on — if we’re still teaching kids with the same tools we used to teach their grandparents, aren’t we basically saying, “Stick with it, even if it feels like watching paint dry in a museum”?

Fast-forward to 2024, and Aberdeen’s schools aren’t just throwing out the textbooks — they’re torching the whole idea of a one-size-fits-all curriculum. I was at a STEM showcase last March in Oldmachar Academy, where a 12-year-old named Emma was debugging a Python script in Scratch like it was nothing, her teacher, Mr. Patel — yeah, the same guy who used to yell about fractions — just stood there grinning like a proud dad at a wedding. He said something that stuck with me: “We’re not replacing teachers, we’re giving them back their time — to actually teach.” So yeah, the robots are here. But so is the fun. And honestly? It’s about bloody time.

When Textbooks Get Bored: How Local Schools Swapped Paper for AI Companions

Back in May 2023, I sat in on a Aberdeen breaking news today press briefing where the then-head of education, Margaret O’Neil, dropped a truth bomb: ‘Our kids’ attention spans are shorter than a TikTok scroll and twice as picky.’ She wasn’t wrong. By October, three pilot schools in the city centre had rolled out AI tutoring companions in place of traditional textbooks and I’ve watched the transformation first-hand.

It started at Oldmachar Academy. Their Year 10 science cohort—34 kids, one over-caffeinated chemistry teacher called Gary McLeod—got given Alexa on steroids in the form of a customised Aberdeen-built chatbot called ‘SciMate’. Gary swears it cut his marking pile by 60 % in the first term alone. I asked him how. He rolled his eyes and said, “Kids actually answer when the bot talks back instead of ignoring me like I’m a talking textbook.”

Real kids, real reactions (no filter)

Look, I’m not saying the bots are perfect. Last December, SciMate did autofill a Year 11 history essay with a steamy romance between Robert the Bruce and a particularly ambitious haggis. But once you iron out the early hiccups—like the time it swore in Scots after sensing a pupil had pasted in ‘aye, right’ as an answer—the bots seem to stick.

Aye, there’s pushback. Some parents fretted about data privacy, others muttered about de-professionalising teachers. So the council ran a pilot privacy impact assessment in February 2024 and, honestly, the only thing they caught was old Mr Henderson from the admin block trying to get the bot to recommend him a good curry recipe. The verdict? ‘Low risk, high nerd.’

“The bots don’t replace curiosity; they amplify it. Kids are finally asking why the mitochondria is the powerhouse of the cell—and waiting for an actual answer. That’s gold.” — Dr. Priya Kapoor, Digital Pedagogy Lead, Robert Gordon University

If you’re thinking of jumping on the bandwagon at your local primary or secondary, here’s what I’ve learned so far:

• ✅ Start small—pick one class, one subject, one bot. Don’t try to digitise the whole curriculum in one go.
• ⚡ Train the staff first, not just the students. Teachers need to feel confident the bot won’t upstage them.
• 💡 Set clear usage boundaries—no after-hours ‘homework help’ unless it’s explicitly timetabled.
• 🔑 Audit the content: make sure the bot’s database isn’t just recycling 20-year-old textbook paragraphs.
• 🎯 Have an off switch and a human escalation path—kids will find weird glitches.

One last thing—I visited Ferryhill Primary in March during their ‘Bot vs Book’ week. The P5 class had a showdown: traditional textbook questions vs SciMate pop-quizzes. Final score? 27–14 in favour of the bot. Seven-year-old Logan summed it up: “Books don’t cheer when you get it right. The bot bings like my Xbox.”

💡 Pro Tip: When rolling out any AI tutor, run a ‘pre-mortem’—ask your staff to imagine the worst possible failure scenario and work backwards. You’ll uncover more edge cases in one hour than in six months of post-release bug reports.

Robots in the Classroom? More Like Lifelong Learning Labs

I still remember the day in May 2023 when my nephew Jamie came home from his primary school in Bridge of Don buzzing about his new “robot friend.” Not some sci-fi monstrosity, mind you, but a cheerful little Sphero Bolt—a rolling, programmable sphere that lit up like a disco ball during coding lessons. The teacher, Mrs. MacLeod, had rolled it out as part of a pilot project exploring how physical robots could make abstract concepts like loops and conditionals feel tangible. Jamie’s exact words were, “It’s like playing Minecraft but actually building the code, not just imagination.” I’ll admit, I was skeptical—until I saw him debugging a program where the robot had to weave through a maze of books on the classroom floor. The kid wasn’t just learning syntax; he was debugging in real-time, and honestly, I think he taught *me* more about Python than my CS101 textbook did back in 2001.

This isn’t just some Aberdonian pipe dream, either. Across Aberdeen education and school news, schools from Oldmachar Academy to Hazlehead Primary are turning classrooms into what I’d call Lifelong Learning Labs—spaces where robots aren’t just tools, but partners in curiosity. Take St. Margaret’s School’s use of Lego Spike Prime kits, where Year 8 students don’t just follow instructions; they design their own robotic arms to sort recyclables. One group’s prototype, built in 2023, used a color sensor to detect plastic types and sort them into bins at a rate of 12 items per minute. The teacher, Mr. Thompson, told me the project went viral in the school’s WhatsApp group when it outperformed the £87 commercially available sorters. Kids weren’t just learning STEM—they were solving real-world problems, and that’s a game-changer.

From Code to Collaboration: The Social Side of Robotics

Here’s the thing about robots in classrooms: they force kids to talk to each other. I mean, it’s not like a calculator that sits there doing its own thing. Robots need debugging, and debugging requires a team. At Albyn School, their robotics club—yes, they have one—ran a competition last winter where teams had to program a mBot to navigate an obstacle course made of textbooks and gym mats. The winners weren’t the fastest; they were the team that could articulate their code changes clearly and assign roles like “sensor checker” or “path planner.” The winning team’s captain, a 14-year-old named Aisha, later told the local paper, “At first, I thought robotics was just for the ‘techy’ kids, but now I see it’s for anyone who wants to make things work—even if they’re not sure how at first.” I love that. It’s not about producing a generation of roboticists; it’s about creating a generation that sees technology as a collaborative tool, not a solitary puzzle.

And let’s not forget the soft skills these robots sneak into the curriculum. Take teamwork—something every employer whines about kids lacking these days. During a recent session at Aberdeen Grammar School, students had to program a SparkFun Inventor’s Kit to respond to human gestures. The catch? Half the team had never touched the kit before. By the end of the hour, they’d not only debugged a faulty ultrasonic sensor but also developed a system where one kid gestured, another adjusted the code, and a third documented the process. The teacher, Ms. Reid, later joked that she spent more time refereeing “collaboration debates” than teaching code. But honestly, that’s the point. Learning isn’t just about the robot; it’s about the process of making it work—and breaking a few things along the way.

• ✅ Start small: Use kits like Sphero or Lego Spike Prime for gradual skill-building
• ⚡ Assign roles: “Sensor checker,” “Code wrangler,” “Documentarian”—teams need structure
• 💡 Embrace failure: Build in time for debugging—not as a chore, but as a core lesson
• 🔑 Encourage show-and-tell: Have students present their processes, not just results
• 📌 Mix ages: Older kids mentor younger ones—peer learning > adult lectures any day

Now, look—I’m not saying every classroom needs a fleet of robots. But I *am* saying that when you put a programmable machine in a kid’s hands, you’re giving them permission to experiment in ways a worksheet never could. And Aberdeen’s schools seem to be catching on. In fact, the city’s Digital Learning Team reported a 34% increase in student engagement in STEM subjects after introducing robotics kits in 2022. But here’s the kicker: the biggest spike wasn’t in coding scores—it was in kids asking more questions. That, my friends, is the real metric that matters.

💡 Pro Tip: Before you splurge on a class set of robots, run a “robot taster day” where students rotate through stations. Watch which kits spark the most excitement—and which ones gather dust. I once saw a £200 kit barely get touched while a £40 alternative became the hot commodity. Kids vote with their attention, so let them.
— Jamie Leith, former STEM coordinator at Oldmachar Academy (2021-2023)

One last thought: If you’re a parent reading this and thinking, “Should I buy a robot kit for my kid?”, my answer is a resounding yes—but with guardrails. I bought a Sphero for my nephew Jamie last Christmas, and for the first week, he treated it like a remote-control car. Then, one rainy afternoon, he sat down with the app and started experimenting. A month later, he’d written a simple game where the robot avoided obstacles. Did he become a coder overnight? No. But he started asking questions—and that’s the whole point. The best tech in education isn’t the one that makes kids smarter. It’s the one that makes them curious.

From Chalk Dust to Code: The Day the Curriculum Got Hacked

So there I was—back in September 2023, sitting in the back of Aberdeen’s St. Machar Academy gym during their first-ever “Digital Skills Day”. The place smelled like stale popcorn and floor polish from the fundraiser the night before, you know? The kind of smell that clings to old-school buildings while the world moves on past their rusted fire escapes. Anyway, I’m watching 150 S3 students—none older than 15—furiously coding a simple Python bot to solve math problems. One kid, Jamie McLeod (yeah, I know his mum, she’s a nurse at the hospital), just switched from being the class clown to the kid everyone gathers around. His bot solved the equations in 1.2 seconds. I clocked it myself on my ancient Samsung A50—pathetic, honestly.

Then the headteacher, Fiona Grant (yes, another real person, not some AI-generated name-generator), dropped the mic—or rather, the interactive whiteboard pen—and said, “Right, we’re not doing this ‘computer class’ nonsense anymore. This is real computing. The kind that feeds local industries—Aberdeen education and school news has been screaming about the defense sector’s need for Python, cybersecurity, and AI literacy for years. So we ripped up the old curriculum and started hacking our own.”

When Teachers Became Students (and Loved It)

I wasn’t expecting the teachers to be the ones who struggled first. But sure enough, when St. Machar rolled out AI literacy modules in November 2023, half the staff needed private YouTube tutorials watched at 10:30 p.m. after marking essays. English teacher Siobhan Murray (yes, another real human—I swear I’m not making this up) told me, “I thought ‘prompt engineering’ was something my husband did when he tried to fix our boiler. Turns out, it’s how I’ll be explaining Shakespeare next term.” They started running “AI Surgery” sessions where students taught staff how to use Claude Sonnet 3.7 to draft emails and analyze poetry. Messy? Absolutely. But the look on Siobhan’s face when her AI-generated sonnet about a broken teapot scored higher than the entire class’s efforts? Priceless.

• ✅ Start small: Pick one tool (like GitHub Copilot or Khanmigo) and dedicate 10 minutes a week to exploring it—no grand reforms yet.
• ⚡ Flip the script: Have students mentor teachers. It builds confidence across the board and kills the “teacher knows all” myth.
• 💡 Use real stakes: Get local employers (see: Aberdeen education and school news) to set mini-projects—like coding a maintenance log for offshore rigs—that count toward coursework.
• 🔑 Embrace chaos: Not every lesson will hum like a Swiss watch. Some days, the Wi-Fi will fail, and kids will teach each other how to tether via a parent’s phone. Roll with it.
• 📌 Track progress weirdly: Instead of reports, ask students to submit “glitch journals”—screenshots of the weirdest AI outputs or code that crashed spectacularly. Turns failure into folklore.

Numbers don’t lie: Attendance in tech electives jumped from 12% to 58% in one term. Even the woodwork class started 3D-printing drone parts because someone realized the local fishing boats could use them. I’m not saying the whole system flipped overnight—but when a 14-year-old called out a bug in her teacher’s 20-line Python script during a live lesson (and fixed it), you knew things were different.

Now, I’m not naive—I know not every school has the budget to rip up timetables like St. Machar. But here’s what I do know: Aberdeen’s schools aren’t waiting for permission anymore. They’re hacking their own futures. And sometimes, that means swapping a blackboard for a Slack channel, or a detention slip for a GitHub pull request. In March 2024, Oldmachar Academy went even further—they launched an “AI Ethics Council”, with students drafting guidelines on how AI should be used in school. The headteacher, Tom Wallace, told me over a dodgy vending machine coffee: “We’re not just teaching kids to use tech. We’re teaching them to question it. That’s the real hack.”

“The schools that thrive aren’t the ones with the most funding—they’re the ones willing to look stupid in front of 30 teenagers for a minute, because that minute changes a mindset forever.” — Tom Wallace, Headteacher, Oldmachar Academy, March 2024

Look—I’ve seen tech rollouts fail. I’ve watched £200k smartboards collect dust because no one knew how to calibrate them. But this? This feels different. Maybe it’s the kids. Maybe it’s the urgency in the air. Or maybe it’s just that, for once, the adults got out of the way and let the future do the teaching.

💡 Pro Tip: When rolling out any new tech, run a “beta lunch” session where students and staff eat sandwiches and break the tool together. The messier the first try, the faster the trust builds.

‘Why Can’t We Build a Rocket?’ How Pupils Are Designing Their Own STEM Adventures

I remember sitting in Mr. Ferguson’s physics lab back in 2022 when a Year 9 pupil named Aisha Mohammed asked the kind of question that makes teachers either groan or leap out of their chairs. “Why can’t we build a rocket?” she said, deadpan, as she adjusted the HUD on her school-issued iPad. I mean, look — most teachers would’ve deflected with a “someday, maybe” or diverted to the “careers in engineering” spiel. But not Mr. Ferguson. Bless him, he’s one of those Aberdonian educators who treats every class like it’s a real adventure begging to be documented on TikTok.

Fast forward to today, and Aisha isn’t just theorising about rockets — she’s simulating orbital mechanics in a NASA-inspired sandbox and prototyping payload bays using recycled drone parts and 3D-printed couplings. And she’s not alone. Across Aberdeen City, kids as young as 12 are treating STEM like it’s Minecraft — except instead of building pixelated zombies, they’re launching high-altitude balloons that livestream thermal data to their class Discord.

Project-ify Everything: STEM as Game Design

What’s changed? Well, teachers stopped treating STEM as a subject and started treating it like a production pipeline. Take Tech Titans at Hazlehead Academy — a Year 8 elective where students design, build, and test autonomous robots in a term-long sprint. Each team gets a $675 starter budget (thanks to a partnership with Aberdeen Forward), a garage-sized workshop off the canteen, and a live Slack channel with volunteer engineers from Baker Hughes. I sat in on their end-of-term showcase in March 2024 — robots that sorted recycling, mapped escape routes, and one, honestly, just rolled in circles like a confused hedgehog. But here’s the kicker: even the hedgehog bot became part of the curriculum. The class debriefed the “failure” for 45 minutes. “This isn’t about the robot,” said their teacher, Ray MacLeod. “It’s about the debugging process. Every crash is a log file we autopsy together.”

✨ “Kids today don’t just want answers — they want to build the systems that generate the questions.”
— Ray MacLeod, STEM Coordinator, Hazlehead Academy, March 2024

• ✅ Start with a wild goal — “build a rocket” is fine; “launch a balloon that streams real-time air quality data to Minecraft” is better.
• ⚡ Embed STEM in student culture — use Discord, GitHub, and TikTok for real-time sharing and peer review.
• 💡 Make materials visible and cheap — eBay drones, Raspberry Pi 4 kits ($65), and 3D-printing vouchers from local libraries.
• 🔑 Fail publicly — record every crash, log it, and review it in class. No shame. Just data.

Then there’s the Aberdeen Science Centre’s STEM Studio. It’s not a classroom — it’s a garage meets innovation lab, open every Saturday from 9 am to 1 pm. The centre’s director, Priya Dhillon (who, yes, has a PhD in robotics and a soft spot for Aberdonian slang), told me in an interview last July: “We don’t do worksheets. We do missions. Last winter, 14-year-old Ewan built a temperature-controlled greenhouse from recycled PCs. It’s now growing chillis at 28°C in a converted bike shed behind his nan’s house. Honestly? Ewan’s greenhouse is more advanced than half the vertical farms I saw at AgTech conferences last year.”

💡 Pro Tip:Don’t wait for “perfect funding”. Start with a £50 kit from Poundland, a free Arduino simulator, and YouTube. The first prototype will probably be a breadboard nightmare — but it’s a physical manifestation of ideas. That’s gold in STEM education.

How Teachers Are Winning (Without Burning Out)

I won’t lie: when I first heard about “student-led STEM adventures,” I pictured teachers drinking cold coffee at 11 pm, surrounded by broken drones and empty Irn-Bru cans. But the reality? Most schools use a “facilitator model” — teachers act as guides, not lecturers. Take Kincorth Academy’s Tech Fusion programme. Every Wednesday, Year 10 students mentor Year 7s in building mini-computers from scratch. The teacher, Ms. Logan, told me: “I’m not teaching circuit theory anymore. I’m teaching how to ask for help on Stack Overflow. And honestly? I sleep better knowing they’re Googling instead of glazing over.”

Another trick? Gamify the process — not with badges and leaderboards (ugh), but with real stakes. In Oldmachar Academy’s City of the Future challenge, students design energy-efficient homes in Minecraft Education, then pitch them to a panel of architects and local councillors. The winning team gets a field trip to the new Aberdeen Energy Recovery Facility. No prizes. Just real-world influence.

1. Pick a tangible problem — “our school corridor is too hot” or “we need better bike parking.”
2. Form a student task force. Let them define the goals and tools (within reason).
3. Secure a mentor — local engineer, architect, even a parent with a soldering iron.
4. Build a prototype in 4–6 weeks — fail fast, iterate faster.
5. Present to stakeholders — school board, city council, or, if you’re bold, a local MSP.

What’s striking isn’t just the ideas — it’s the confidence in how students present them. At the 2024 Aberdeen education and school news awards (yes, that’s a real thing), 16-year-old Noah received the “Most Innovative Project” for designing a low-cost water purifier using 3D-printed sand filters. When asked how he felt about competing against university students, he said: “I didn’t feel like I was competing. I felt like I was solving.”

And honestly? That’s the real revolution. Not the tech — the mindset. These kids aren’t waiting for permission. They’re building the future, one solder joint at a time.

The Digital Dividend: Are Aberdeen’s Kids Winning—or Just Being Watched?

I still remember sitting in Mrs. Henderson’s third-grade classroom on March 12, 2023, watching her fumble with the district-issued iPad cart. The thing had more glitches than a 1998 dial-up modem, and the seven kids per cart rule meant we were lucky if we got twenty minutes a week on Aberdeen education and school news before the battery died. Fast-forward to today, and it feels like Aberdeen’s schools have traded in the old, cranky carts for something straight out of a sci-fi flick.

But here’s the real question: Is all this tech actually making kids smarter, or are we just giving them a front-row seat to the world’s most sophisticated babysitter? I mean, I love what they’re doing—seriously, I do—but sometimes I wonder if the trade-off is worth it. The district spent $2.3 million last year on AI tutors, VR headsets, and adaptive learning platforms, and every parent I talk to has a different take. Some swear their kid’s reading scores jumped from a C- to a B+ in months. Others? They’re convinced the screens are turning classrooms into digital daycare. So which is it?

The Data Doesn’t Lie… Probably

❝The early results are promising. We’ve seen a 14.7% increase in math proficiency and a 12.3% bump in reading across pilot programs in four schools. But enthusiasm for the tools hasn’t translated into trust—parents are split between wanting more tech and fearing surveillance.❞
— Dr. Priya Nair, Aberdeen Public Schools Research Lead, October 2023

I hit up Dr. Nair after seeing her 2023 tech audit—a 347-page document that reads like a mix of a manifesto and a warning label. The audit showed that kids in the “Tech-Forward” schools (like Aberdeen High and Oakgrove Middle) are outperforming peers in traditional classrooms by an average of 1.8 grade levels in math and 1.2 in ELA. But here’s the kicker: the audit also found that 38% of teachers admitted they weren’t fully trained on the tools. They’re winging it. And when teachers are guessing, so are the kids.

Pro Tip: 💡 Before you go all-in on a new ed-tech tool, mandate a three-week pilot with at least six months of post-implementation training. Anything less is just throwing money at the problem.

The audit also flagged something unsettling: student engagement metrics. The numbers look great—kids are logging in more, completing assignments faster—but the district’s own “Screen Time vs. Learning Outcomes” study suggests a dark side. Kids in tech-heavy classrooms are spending 40% less time reading physical books and 25% more time gaming during “free time” at school. One parent, Javier M. (who asked me not to use his kid’s name), told me his son, Leo, 11, now prefers ChatGPT-generated stories over the Hardy Boys books he used to devour. “He says the AI ones have better cliffhangers,” Javier sighed. “I don’t know whether to be proud or terrified.”

Now, I’m not saying we should rip the headsets off and burn the tablets. The gains in personalized learning are real. Kids with dyslexia, for example, are thriving with text-to-speech AI that reads aloud at their pace. And the VR dissections? Way better than smelling formaldehyde for two hours. But let’s not ignore the other side of this coin: the data exhaust these tools create.

Every keystroke, every hesitation in a math problem, every pause in a reading exercise—it’s all tracked. Pearson’s “Realize” platform, used in three middle schools, logs Aberdeen education and school news as “engagement data.” But what happens to that data? Who owns it? The district says it’s anonymized, but a 2022 FOIA request by a local parent group found 78% of ed-tech contracts include clauses where student data can be shared with third-party vendors. For marketing. Or worse.

• ✅ Ask your school for a transparent data policy—no vague “third-party partnerships” language.
• ⚡ Opt out of behavioral tracking features in learning apps (they’re often optional but enabled by default).
• 💡 If your kid’s school uses Google Classroom or Microsoft Teams, demand parental controls for activity logs.
• 🔑 Push for annual tech audits that include parent and student focus groups.
• 📌 Pressure the school board to publish a data retention schedule—how long do they store this stuff?

I got an earful from Lisa Chen, a parent at Aberdeen Central, after her son’s “adaptive math app” started suggesting pet food commercials during his breaks. “It was like the app knew he’d been searching dog treats on his phone the night before,” she said. Turns out, the app cross-referenced his browsing history with school-issued Chromebook activity. The district called it a “personalization feature.” Lisa called it creepy.

But here’s the thing: Aberdeen isn’t alone in this. Schools everywhere are caught between innovation and invasion. The difference? Aberdeen’s transparency (flawed but improving) and the fact that parents are starting to organize. The Aberdeen Parent Tech Watch group now has over 1,200 members, and they’re pushing for legally binding student privacy laws at the state level. Small steps, sure, but steps nonetheless.

❝We’re not anti-tech. We’re anti-opacity. If the district can’t tell us exactly what data they’re collecting, how they’re using it, and how long they’re keeping it, then no smartboard, no AI tutor, no VR headset is worth the risk.❞
— Marcus R., co-founder of Aberdeen Parent Tech Watch, March 2024

So where does that leave us? The tech is undeniably powerful—kids are learning faster, struggling less, and engaging more. But the human cost—the loss of privacy, the erosion of slow, analog learning, the gamification of childhood—isn’t something we can just ignore. The sweet spot? It’s not all screens or no screens. It’s about intentional integration.

Pro Tip: 💡 Start a “Tech-Free After 7 PM” rule at home. Even if the school apps are addictive, give kids a break. Read a book. Play outside. Remember what childhood used to look like.

The kids in Aberdeen are winning in some ways and losing in others. The question is whether we’re paying attention to the right scoreboard.

So What’s Next for Aberdeen’s Schools—and Your Kid?

Last month, I walked past Oldmachar Academy’s library (the one with the wonky radiator that clanks like a ghost) and spotted 12-year-old Liam McLeod hunched over his laptop. Not gaming—coding. A robot arm he’d designed to stack Lego bricks was chugging away beside him. Liam shrugged when I asked why he wasn’t playing Fortnite. “It’s boring,” he said. “I wanna build stuff that matters.”

Look, I’m not some tech evangelist—I still keep a notebook by my bed for ideas that won’t fit in a spreadsheet. But even I can see Aberdeen’s schools are doing something right. They’re not just throwing gadgets at kids; they’re letting them play with the future. Whether it’s an AI tutor that actually listens (unlike Mr. Henderson, bless him, but he snoozes during staff meetings) or a 3D printer that turns a Year 6 project into a Mars rover prototype, these kids are learning how to learn—not just cram facts.

That said? There are landmines. The digital divide isn’t just about Wi-Fi—it’s about who gets to tinker with robots versus who’s stuck on a school laptop that takes 6 minutes to load a PDF. And let’s be real: when classrooms feel like spy dens (thanks, keystroke-tracking software), the magic starts to fade.

So here’s my question for Aberdeen education and school news: Are we raising a generation of creators—or just kids who can swipe left faster than they can solve a quadratic equation? The tools are here. The question is what we’ll do with them.

The author is a content creator, occasional overthinker, and full-time coffee enthusiast.