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Annie Bergh

Job Title:
International Coordinator
Company - Organization:
Grundskoleförvaltningens utvecklingsavdelning, Malmö stad
Experience:
34 Years
Education:
Certified Teacher
Universty - College:
Malmö university, the university of Umeå
Nationality:
Swedish

Your organization field and mission:

I work at the Department of development in the city of Malmö. The Development Department of the City of Malmö works to ensure “Varje elevs bästa skola” – Every Student’s Best Possible School.
Our mission is to support schools in providing high-quality, equitable, and future-oriented education for all learners. We strengthen schools through innovation, inclusion, digitalisation, and international collaboration — always with the student’s learning, wellbeing, and participation at the centre. By building bridges between research, practice, and policy, we help teachers and leaders develop sustainable practices that prepare students for an increasingly digital, interconnected, and rapidly changing world.

Please tell us briefly about your role in the company / at your organization:

As an International Coordinator at the Development Department of the City of Malmö, my mission is to connect innovation, inclusion, and international collaboration in education — turning global opportunities into local impact and vice versa.
I coordinate several Erasmus+ KA2 partnerships and lead Malmö’s Erasmus+ KA1 Accreditation consortium for schools with students age 6 – 16, enabling around 100–150 teacher and student mobilities each year. These projects strengthen our schools’ work with digital transformation, sustainability, and equity in education.
I currently serve as President of the EU Code Week Council, as well as an EU Code Week Ambassador and eTwinning Ambassador, promoting creativity, coding, and collaboration across Europe. For seven years, I were the regional project leader for the FIRST LEGO League finals in Skåne/Malmö, empowering students to explore STEM, innovation, and teamwork, up until 2023. As the person responsible for Malmö’s work with NAO robots, I have spent nearly a decade using robotics to enhance language learning, reading motivation, and inclusion for students aged 6–19. I learned programming myself through this work — together with teachers and students — which strengthened my belief that learning should always be collaborative, playful, and human-centred. In addition, I design and host international training courses, study visits, and dissemination events in Malmö to share results, inspire others, and build long-term partnerships. My goal is to empower both educators and students to see themselves as changemakers shaping Europe’s digital and sustainable future.

Your interest in STEM

When and how was your interest for STEM (Science, Technology, Engineering and Math) born?

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.

Who was your first role model and do you have any role models that inspire you at present?

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.

Your studies

Your biggest challenges (SWOT), during your studies?

My biggest challenge has been stepping into the world of digitalisation and technology from a non-technical background. As a teacher of languages, social science, and core values, learning to master digital tools, programming, and leading digital development was at first overwhelming. The learning curve was steep — and many times, the struggle felt very real.

But these challenges became my greatest teachers. They taught me perseverance, curiosity, and the importance of learning together with others. Today, this journey allows me to bridge disciplines and help other educators see that technology isn’t only for “tech experts” — it’s a creative language that anyone can learn to speak.

Your advice to girls and women who want to follow their studies in your sector?

My advice is: don’t wait until you feel ready — start, and learn as you go. You don’t need to be a “tech person” to belong in this field. Curiosity, creativity, and empathy are just as valuable as coding or engineering skills.

Surround yourself with people who lift you up, ask questions fearlessly, and never apologise for wanting to understand how things work. Technology and innovation need diverse voices — and your perspective matters.

And remember: every time you doubt yourself, someone else is waiting to see someone like you succeed. Be that person — for yourself, and for the girls who will come after you.

You at work

Can you share DEIS (Diversity, Equity, Inclusion, Sustainability) initiatives from your organization?

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 are you most proud of having achieved in your work?

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.

Your point of view

How can technology empower women?

Technology can be one of the most powerful tools for equity and empowerment — when access, skills, and confidence are shared equally. It opens doors for women to learn, connect, and lead on their own terms. For me, empowerment begins with visibility and voice. When women design, code, innovate, and lead projects, they reshape what technology looks like — and who it is for. Technology allows women to collaborate across borders, challenge stereotypes, and create new opportunities not only for themselves but for others who follow.

In education, I’ve seen how girls gain confidence when they realise they can build robots, program code, or lead a digital project. The key is not just teaching technology — it’s inviting women and girls to see themselves as creators of it. That’s how technology becomes truly transformative: when it helps everyone participate equally in shaping the future.

Your advice to girls and women who want to work in your sector?

My advice is simple: believe that you belong here — because you do. You don’t need to fit a certain profile or have a technical background to make an impact in technology and education. Curiosity, creativity, and empathy are your greatest strengths.

Start small, stay curious, and don’t be afraid to ask questions or make mistakes — that’s how real learning happens. Surround yourself with people who share knowledge generously and lift each other up.

This field needs more women’s perspectives, voices, and ideas. We design better solutions when more people are included in shaping them. So take your place — not quietly, but confidently — and remember: the future of technology is brighter when you’re part of it.

What would you like to happen when it comes to DEIS in your sector by 2030?

By 2030, I hope diversity, equity, inclusion, and sustainability (DEIS) are no longer seen as separate goals — but as the foundation of how we design education and technology. I want every student, regardless of gender, background, or ability, to have equal access to meaningful digital learning experiences. Technology should not widen gaps — it should close them. That means designing tools, policies, and learning environments that are accessible, inclusive, and sustainable from the start.

I also hope that by 2030, we see more women and underrepresented groups in leadership roles across education and technology, shaping decisions and innovations that reflect the diversity of our world. In short, I want DEIS to move from being a vision to being our shared reality — where every learner, teacher, and innovator can thrive and contribute to a better, more sustainable future.

To finish with

Your values

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.

Your future challenges as a person within the professional context:

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.

Where will you be in your career in 2030?

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.

The current activity has been implemented in the framework of the Project: Code4Europe,
GA Number: 101158834. Official project website : https://codeweek.eu/