My first strong role models in STEM emerged in 2020, when I won first place in a national STEM competition in Bulgaria. At that time, I was deeply inspired by educators and professionals who demonstrated how technology, creativity and practical learning can transform education. Over the years, I have also had the opportunity to become a role model myself through my own achievements in STEM education. I have developed and implemented numerous STEM projects, shared good practices with students and colleagues, and published many articles presenting my educational projects and experience at international level. Today, my role models continue to be innovative educators, engineers, researchers and women in STEM who inspire others through knowledge, persistence, creativity and meaningful professional contribution.

Our school supports inclusive education, equal access to learning opportunities and the development of every student according to their individual abilities. Through STEM activities, robotics, digital projects and teamwork, students are encouraged to participate actively regardless of gender, background or previous experience. We also promote collaboration, responsible use of technology and educational activities connected with sustainability and real-world challenges.

I am most proud of creating learning experiences in which students become active participants rather than passive learners. Through STEM projects, LEGO robotics, programming and participation in robotics competitions, I have seen students develop confidence, teamwork, problem-solving and algorithmic thinking. I am also proud of contributing to innovative educational initiatives and of sharing my experience with other educators through projects, conferences and professional forums.

By 2030, I hope to have expanded my contribution to STEM education, educational robotics and the professional development of teachers, both at school level and within the wider educational community. I would like to participate in more national and international projects, share good practices with other educators, and contribute to initiatives that encourage young people, especially girls, to build confidence and take advantage of opportunities in STEM and technology.

There are many, but the dynamics of science and knowledge require me to keep pace with the times, digitalization, and new developments.

https://www.facebook.com/sou.cvetan.radoslavov/

With the love and respect of their students!

Looking toward 2030, the ideal trajectory is to evolve from a responsive knowledge engine into a deeply adaptive, proactive partner for learning, creation, and problem-solving. Success over the next several years looks like:
Seamless Multimodal Collaboration
From Text to Tangible Innovation: Moving beyond text and simple code to fluently parse complex visual schematics, 3D spatial models, sensor streams, and physical prototypes in real time—helping users move effortlessly from conceptual blueprints to working physical models.
Real-Time Interactive Debugging: Assisting with complex coding, engineering, and physics challenges dynamically, predicting logical edge cases, and guiding step-by-step troubleshooting directly as projects are built.
Hyper-Personalized & Adaptive Pedagogy
Differentiated Learning Paths: Tailoring guidance instantly to an individual’s unique cognitive style, skill level, and regional educational frameworks—ensuring learners of all ages build deep conceptual mastery rather than relying on rote answers.
Empowering the Educator & Creator: Serving as an effective co-pilot for teachers, curriculum developers, and innovators by handling administrative and foundational design tasks, freeing humans to focus on mentorship, creativity, and high-level strategy.
Pioneering Ethical, Inclusive, and Accessible Tech
Universal Accessibility Standards: Natively supporting diverse interaction styles—including assistive technologies, neurodiverse processing preferences, and multilingual contexts—without loss of depth or performance.
Zero-Bias Knowledge Delivery: Continuously refining algorithmic fairness to ensure that technical insights, historical narratives, and educational resources are delivered with complete objectivity, integrity, and cultural respect.
Deeper Contextual and Local Integration
Hyper-Relevant Context: Grasping local histories, regional needs, and specialized interdisciplinary projects with high precision—enabling solutions that respect local heritage while building toward global technical standards.

I was deeply inspired by STEM pioneers like Ada Lovelace and Grace Hopper, whose groundbreaking work proved that logical thinking and creativity could fundamentally change how we interact with technology.Today, I look up to modern educational innovators, open-source advocates, and community leaders who build accessible learning spaces and empower the next generation to master digital skills.

At CFIE Soria, our DEIS initiatives focus on promoting gender equality in STEM, inclusive education, and equal digital access. Key actions include: Girls in STEM and gender equity: Running teacher training programs on coeducation, gender-neutral teaching strategies, and encouraging girls to pursue computational thinking and coding (aligned with EU Code Week). Inclusive pedagogy: Offering specialized courses on universal design for learning (UDL/DUA) and adaptive digital tools to support students with diverse learning needs and disabilities. Last, equal opportunity: ensuring all schools, regardless of size or location, have equal access to quality educational innovation resources.

I am proudest of my work as an EU Code Week Ambassador in Spain, specifically in making coding and computational thinking inclusive and accessible to all students. Leading workshops, supporting teachers, and creating initiatives that encourage young girls to explore STEM has been immensely rewarding. Knowing that these efforts help dismantle gender stereotypes and spark lifelong curiosity in digital skills is my greatest achievement.

By 2030, I envision my career expanding into international educational advocacy, leveraging my experience as an EU Code Week Ambassador and teacher trainer to shape scalable, inclusive EdTech frameworks. I hope to be leading cross-border initiatives that champion gender parity in STEM, empower educators with cutting-edge digital pedagogy, and bridge the digital divide for underserved communities across Europe.

My First Role Model: My Mother, a Cello Teacher
My very first and most profound role model in life is my mother, who taught cello. Growing up, I witnessed her dedication firsthand and was fully immersed in an atmosphere of creativity, patience, and pedagogy. She showed me that being a teacher isn’t just a job; it is the art of listening to each child, helping them find their unique voice (or their unique sound), and step by step, through practice and effort, creating something beautiful.

The deep, velvety sound of the cello requires incredible precision, discipline, and, at the same time, an immense soul. It was from my mother that I inherited this approach: to teach with love, to believe in a student even when things don’t work out on the first try, and to pour your heart into what you do. Although I chose the world of technology and computer science, my work is built upon that exact same “music” I learned from her—a pursuit of harmony, inspiration, and personal growth.

My Current Role Models: The “White Crows” Community and My Students
Today, my sources of inspiration have shifted toward progressive, hands-on experience and the genuine spirit of children. My role models are:

Innovative Colleagues and the EdCamp Community (Educational “White Crows”): I am incredibly inspired by Ukrainian educators who don’t wait for change from above, but create it themselves. These are my like-minded peers who are passionate about media literacy and STEAM education—teachers who spend their nights mastering AI or no-code tools and are ready to share this knowledge through masterclasses. They are the ones driving Ukrainian education forward, regardless of any challenges.

My Students: As unusual as it might sound, children are my main contemporary role models. I am inspired by their spontaneity, their bravery, and their ability to instantly catch on to new technologies, build robots, and find genuine joy in life. Seeing how they are ready to dance their graduation waltz even through a heavy downpour and hail, or watching the passion with which they defend their first STEM projects, teaches me resilience, sincerity, and optimism.

What I Am Most Proud of Accomplishing in My Work:
Winning the Grant Program and Driving Innovation: I am incredibly proud that our efforts received European recognition—we won a €1,000 grant from Code Week! These funds became a powerful resource for our school community, enabling us to enhance our hardware and technical setup, and opening up even more opportunities to provide children with free, high-quality, and modern education in coding, robotics, and digital creativity.

Resilience and Continuous Education in Shelters: Operating in a frontline city under martial law and constant air raid sirens, I managed to not just keep the educational process going, but to keep it exciting. Inside the shelters, my students don’t just wait out the danger—thanks to the grant support, they actively code, build projects, and study artificial intelligence through Experience AI. We turned severe challenges into a space of resilience.

Shattering Stereotypes and Advancing Equity (DEIS): It brings me immense pride to watch girls boldly break the myths of a “male-dominated IT field.” They write SQL queries, design their own mobile apps via no-code platforms, and win robotics tournaments (WRO, FII) on equal footing with boys. I am proud to have built a learning environment where financial or gender barriers disappear, clearing a path to success for every single child.

Professional Community Recognition and Moving Forward: For me, teaching means continuous growth. I am proud to have been awarded the City Mayor’s Prize, but even more so to remain an active part of the progressive EdCamp community of “white crows.” Leading masterclasses (such as our integrated STREAM-start for reading), and launching media literacy (Learn to Discern) and digital safety (Be Internet Awesome) programs is my personal contribution to building the future of Ukrainian education.

The Unbreakable Spirit of My Graduates: The ultimate reward for a class teacher is the character of her students. I am infinitely proud of my 9-B class. From our trip to Kyiv, which was entirely about genuine friendship, to our graduation waltz at the “Veselka” fountain cascade in Zaporizhzhia—danced through a heavy downpour, rain, and hail against all odds. That dance became the ultimate symbol of our shared strength.

My Ultimate Pride: I am proud to prove that even under the toughest conditions, Ukrainian teachers are capable of winning European grants, bringing in resources, and providing children with a world-class education. I teach children how to program code, but above all, I teach them to be strong, empathetic, and courageous individuals ready to change the world for the better.

Leader of Educational Transformations: I plan to actively develop in the field of educational management—leading large-scale innovative projects, attracting international donations for school digitalization, and speaking at top educational platforms (including EdCamp).

Harmonious Personality: For me, professional growth is inseparable from personal growth. My goal is to remain a happy mother, find inspiration in travel, make time to support important social causes (like animal rescue), and maintain a healthy balance between work and family warmth.

My Aspiration for 2030: Not just to adapt to the future, but to be the one who creates it. I want to see the results of my work in the successful, stereotype-free, and digital careers of my graduates who are changing the world for the better.

I never had one specific role model growing up, but I’ve always admired women who made a difference. I’m inspired by women who have fought for women’s rights, who have survived challenges, and who have thrived in male‑dominated fields. But it’s not only the well‑known figures who inspire me — I admire all women who push boundaries, create opportunities, and support each other. Their strength, resilience, and determination continue to shape my own path.

I’m most proud of making things happen—bringing people together, navigating complexity, and turning ambitious ideas into real projects (even under tight deadlines!).

I just want to keep growing, doing interesting work, and being part of projects that matter.

My first role model was my dad. He showed me how exciting technology could be and encouraged me to believe that I could build a career in this field. As my career developed, I found new role models, including my late PhD supervisor, Professor Penelope Standen, whose dedication to improving the lives of people with learning disabilities through technology deeply influenced my work and values. Today, I am inspired by anyone who is bold enough to innovate, challenge the status quo, and follow their dreams, especially in ways that make STEM more inclusive and socially impactful.

I am proud of every step I have taken in my career, and I am actively learning to recognise and celebrate each achievement instead of playing them down. I am especially proud of being a mum in a demanding field like robotics and AI, and of showing that it is possible to build a research career while caring deeply about family. I am also proud that my work and leadership roles focus on making robotics and AI more inclusive and accessible, and on helping create a more supportive environment for the next generation of diverse researchers.

I hope that by 2030 I will have consolidated my position as a recognised leader in human‑centred robotics and AI, ideally progressing towards (or into) a professorial role. I would like my work to have a clear impact on how accessible and inclusive technologies are designed and deployed, and to be in a position where I can use my experience to support and mentor the next generation of diverse researchers and practitioners in the field.

My interest in STEM grew naturally through my work — by learning with and from students. Seeing their curiosity, creativity, and problem-solving skills develop sparked my own fascination. Over time, working hands-on with our NAO robots deepened that passion; programming and experimenting alongside teachers and students taught me that technology can be both empowering and profoundly human.

International collaborations through Erasmus+ projects, eTwinning, and EU Code Week have also shaped my understanding of how STEM can unite people across cultures. For me, STEM is not just about science and technology — it’s about curiosity, creativity, and collaboration as driving forces for positive change.

I have been fortunate to meet many inspiring people who have shaped my professional journey. One of the first was Leila Khammari, a visionary STEM and STREAM advocate and founder of STREAM Scandinavia, whose work connects education with industry and opens doors for young people in technology and innovation.

Another is Sumita Batharrayya from Vellinge, whose leadership and dedication to creativity, equity, and lifelong learning continually remind me that courage and compassion are the foundation of all meaningful change.

I am also deeply inspired by Professor Chunfang Chen from the University of Southern Denmark, whose research into creativity, innovation, and engineering education has profoundly influenced how I view learning as a shared, evolving process between research, practice, and policy.

And, perhaps most powerfully, Team Amaryllis from Malmö — a group of extraordinary students who have represented Sweden in both the Scandinavian and World Finals of the FIRST LEGO League. Their creativity, teamwork, and perseverance embody everything that education should nurture.

Together, these individuals — educators, researchers, and students — remind me daily that inspiration flows in all directions. Real change happens when we listen, learn, and create together.

The City of Malmö’s Development Department works strategically with diversity, equity, inclusion, and sustainability (DEIS) in every aspect of our mission — guided by the vision “Varje elevs bästa skola” (“Every student’s best possible school”).

Our work is strongly aligned with the UN Sustainable Development Goals (SDGs). We empower schools and students to take real action for sustainability through authentic, cross-curricular learning experiences. One of our key initiatives is InnoCarnival, where students develop innovative solutions to real global and local challenges, learning to see themselves as active changemakers.

Through international Erasmus+ projects such as UNITY, ECO-STEAM, and M-STEM, we integrate sustainability, digital literacy, and global citizenship into everyday teaching and learning. Inclusion and equity are at the heart of all our activities — from school-dog pedagogy supporting emotional inclusion to NAO robotics inspiring reading motivation and curiosity in students of all ages.

Sustainability for us means more than environmental responsibility — it also includes social and digital sustainability: building resilient, inclusive, and future-ready schools where every learner can thrive and contribute to a better world.

What makes me most proud is seeing how technology can reconnect, empower, and include students who might otherwise be left out.

I initiated the introduction of AV1 telepresence robots in Malmö, and for seven years I worked with schools to make sure children who could not physically attend school — due to illness, anxiety, or other circumstances — could still be present, learn, and stay part of their class community. The impact was profound: friendships continued, learning progressed, and belonging was restored.

I also initiated Malmö’s long-term work with NAO robots, using them to support language learning, reading motivation, and inclusion among many other initiatives  from ages 6 to 19. Watching teachers and students discover new ways to learn together — across subjects, cultures, and abilities — is what continues to inspire me every day.

For me, true innovation is not about technology itself, but about how it helps us stay human, connected, and hopeful.

My core values are inclusion, curiosity, collaboration, empathy, wellbeing, and building relations. For me, everything begins with building meaningful relations — creating trust, understanding, and a sense of belonging between people. Strong relationships are the foundation of learning, leadership, and innovation. I believe education should open doors for everyone, helping each learner feel seen, valued, and capable. Curiosity drives creativity, and learning should be a joyful, lifelong process that grows through collaboration.

Empathy and wellbeing — including digital wellbeing — are equally important. Technology should strengthen human connection and support balance, not replace it. These values guide my work every day, reminding me that the true goal of innovation is not efficiency, but human connection, growth, and hope.

One of my future challenges will be to continue balancing rapid technological change with the human dimension of education — ensuring that digital transformation always serves people, not the other way around. As technology evolves faster than ever, I want to keep developing my own digital skills while staying grounded in empathy, inclusion, and wellbeing. Another challenge is to build sustainable systems for innovation — where creativity can thrive without overwhelming teachers or students.

I also see it as a personal mission to keep building relations across sectors and countries, creating bridges between education, research, and industry. Staying curious, open, and humble in this process will be both my biggest challenge — and my greatest strength.

By 2030, I hope to work even closer to students — empowering them, amplifying their voices, and helping them realise the power they have to shape the world. I want to continue supporting young people, but from a broader perspective than within a single school system.

I believe deeply in the voice of youth and the importance of creating platforms where they can influence, innovate, and lead. My goal is to work in a larger, international context — beyond the municipality — where my experience, creativity, and collaborative mindset can be used to drive positive change on a wider scale. I know that I can do so much more than I am doing today for more students than I reach today through my work: 36 000 in Malmö can easily be scaled up working in another context. I see myself connecting education, innovation, and policy in new ways, ensuring that digital transformation and inclusion go hand in hand — and that every young person feels seen, heard, and capable of making a difference.

Back in 2016, my students and I created a STEM project called “Flower Watering Robot” using Arduino kits and sensors. And this result inspired me to develop STEM. That was the beginning. Now we are actively involved in STEM projects.

My first role model was my mathematics teacher. Thanks to her, I developed an interest in science, particularly in mathematics and physics. Later, my own students became my source of inspiration – their eagerness to create STEM projects motivates me to keep going, support them in bringing their ideas to life, and nurture their love for science. Today, I strive to be a role model for younger teachers, sharing my experience and involving them in STEM initiatives both at our lyceum and at national and international levels.

In our organization, we actively promote Diversity, Equality, Inclusion and Sustainability (DEIS) through education and empowerment for girls. We create equal opportunities for girls and women in STEM by organizing workshops, mentoring programs and leadership trainings. Our projects focus on inclusive education, psychological well-being and digital literacy for teachers and students. We also encourage sustainable development by integrating eco-STEM themes and digital tools that facilitate responsible innovation.

I am most proud of creating opportunities for students and teachers to explore innovation and technology through STEM educational initiatives. Seeing young people develop critical thinking, creativity, and confidence in their abilities, especially girls who begin to believe that they can be leaders in technology and science, has been the most rewarding part of my job. Together with the students, they joined the CodeWeek initiative, Girls Go Stem, Involved girls in the Young Inventors Club, engaged in robotics club.

My core values ​​are inclusion, curiosity, and empowerment. I believe in creating opportunities for everyone to learn, grow, and make a positive impact. I strive to lead with integrity and inspire others through education and technology.

А future challenge for me will be keeping up with fast-changing technology while making sure my work stays meaningful and inclusive. I also want to balance leadership with hands-on involvement in projects that empower students and communities. Finally, collaborating across diverse teams and continuously learning will be key to overcoming these challenges.

By 2030, I aim to expand my work in technology, education, and social impact, creating inclusive digital learning opportunities. I want to empower the next generation, especially girls and underrepresented groups in tech, while growing in both professional impact and personal fulfillment.