Teaching undergraduate students in their fifteenth and sixteenth years of education, with physics as their major, is for me far more than a formal assignment. It is, in fact, a rare privilege to witness the unfolding of young minds at a decisive stage of their development. These years are not only about mastering techniques or solving complex problems; they are also about questioning assumptions, rethinking aspirations and beginning the demanding journey of self-discovery.

At times, a student finds the courage to break this silence. They speak of interests that do not fit neatly into conventional boxes: a desire to combine physics with art or design, to work at the interface of science and society, or simply to explore paths that are not easily labelled or yet fully recognised. They want to ask, often in a very quiet voice: can I follow a route that is not already mapped out for me, and still be trusted and supported? Yet they hesitate, not because their dreams are weak, but because they fear how those dreams........

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