My interest in STEAM (Science, Technology, Engineering, Arts, and Mathematics) did not emerge as a separate academic pursuit, but rather as an organic evolution of my life as a musician. As a musician, I have always viewed the studio as a laboratory. My transition from purely artistic expression to the STEAM mindset began when I realized that the boundaries between these disciplines are entirely artificial.
Your organization field and mission:
As a Coach Maker within the educational sector, my role is to act as a facilitator and bridge-builder, empowering both students to navigate the complexities of the modern world with critical thinking, creativity, and empathy. I focus on transforming abstract pedagogical goals into actionable, hands-on learning experiences.
Please tell us briefly about your role in the company / at your organization:
My work is rooted in Design Thinking and Constructionism. I help the educational community iterate on their teaching methods, treating every challenge as a prototype to be improved. By combining the “Coach” element—nurturing soft skills, mentorship, and self-reflection—with the “Maker” element—tangible creation, prototyping, and technical problem-solving—I help build an educational ecosystem that is both human-centered and future-ready.
Your interest in STEM
Your studies
As a woman navigating the intersection of technology, music, and education, my path has not been without its hurdles. These challenges, while sometimes subtle, have been a constant thread in my professional and academic journey. The most pervasive difficulty was the constant feeling of being an “exception” or an intruder in technical spaces. In both music production studios and computer labs, the environment was—and often still is—designed with a predominantly masculine perspective.
To the girls and women navigating the path toward STEAM, music technology, and digital innovation, my advice is shaped by the reality that while the landscape is changing, the journey still requires resilience and, most importantly, intentional community. My piece of advice is this: Your voice and your vision are exactly what the future of technology is missing. Do not let the lack of representation in current textbooks or studios make you feel like you are in the wrong place. You are not an intruder; you are an innovator.
You at work
In 2016 I was awarded at the UNITED NATIONS ORGANIZATION (Vienna) as part of the ZERO PROJECT contest for my work Music & Autism.
My work aims to include people with autism by transforming the school environment into a creative and sensorial space, harnessing the power of technology and art as universal languages. (https://sites.google.com/view/maria-giulia-morlacchi/risocnoscimenti-e-premi-progetti-musicali?authuser=0)
The award obtained by the United Nation Organization, which recognized the power of STEAM for inclusion in education and the power of the feminine touch.
Your point of view
Technology acts as a powerful catalyst for women’s empowerment by breaking down traditional barriers to education, economic participation, and social influence. When intentionally designed and accessed, digital tools shift the landscape from exclusion to agency.
Follow your heart: technology is female!
By 2030, my vision for DEI (Diversity, Equity, and Inclusion)—which I view as the foundational pillar for any meaningful progress in my sector—is to move beyond “check-the-box” compliance and reach a state of systemic, authentic integration. A landscape where a girl, a neurodivergent student, or anyone from an underrepresented background doesn’t just enter a space and have to “fit in” to the existing culture. Instead, they should feel that the culture itself is evolved to welcome their unique perspective. * The Change: Curricula and workplaces must be redesigned from the ground up to reflect diverse histories, contributors, and problem-solving methodologies.
To finish with
I believe that education should never be a passive reception of information. My core mission is to transition learners from passive consumers of technology to proactive creators. By providing students with the “maker” tools to prototype their ideas, I aim to foster a sense of agency—the belief that they have the power to shape their own reality and build the future they want to see. “Making” is not an end in itself; it must serve a purpose. Whether we are building a piece of music, a coding project, or an educational workshop, my value is that our work must contribute to the common good. I encourage students to use their technical talents to solve community problems, address environmental concerns, and advocate for social justice.
As I look toward the next few years, my professional challenges are defined by the intersection of rapid technological evolution and the urgent need for systemic cultural change in education. Balancing the role of an artist, a technologist, and an educator requires navigating several complex tensions. My challenge is to continue to foster authentic human creativity based on doing, ensuring that my workshops emphasize the human process—the sometimes chaotic, emotional, and collaborative creative journey—rather than the flawless end result. I must teach students that the value of their work lies in their unique perspective, which no artificial intelligence will ever be able to replicate.
By 2030, I aim to evolve from being an “on-the-ground” Coach Maker into a Systemic Architect of Inclusive Learning. My professional growth will focus on moving from individual classroom interventions to influencing the broader educational ecosystem.
The current activity has been implemented in the framework of the Project: Code4Europe,
GA Number: 101158834. Official project website : https://codeweek.eu/