The changing landscape of tertiary education in South Africa has become increasingly challenging for academics. Despite the growing diversity of students, teaching has become less student-centred with the rise in intakes annually. This paper presents the teaching experiences of two young black female educators in the computing science discipline, reflecting on diversity in relation to students, modules taught and the nature of the discipline. The paper reflects on the challenges of fostering meaningful student engagement, designing inclusive classrooms, and maintaining authenticity in teaching. The five principles of humanising pedagogy, student empowerment, dialogue, acknowledging lived experiences, problem posing and collaboration, are used as a framework to explore their teaching approach. A collaborative autoethnography methodology is used to describe their experiences as educators. The paper highlights how implementing the humanising pedagogy nurtures both student and educator growth, enriches student learning experiences and moulds the educator’s evolving identity. By sharing our reflections, this paper contributes to the discourse on computing education by advocating for a student-centred approach to teaching and providing inclusive strategies for early-career educators.