My interest in STEM was born in 2000, when I actively sought and secured a scholarship for the most innovative Master’s program of that era at the Institute of Education, University of London, focused on Information and Communications Technology in Education. This experience ignited my passion for integrating technology into pedagogy, leading me to explore educational software design, teacher communities, and the transformative potential of digital tools in STEAM learning environments. Over the years, it has evolved through my research and projects at CTI Diophantus, where I now advance emerging technologies like gamification and AI in education.
Your organization field and mission:
To conduct research in ICT and its applications, with a particular focus on Education, to develop and utilize conventional and digital media in Education and Lifelong Learning as well as to publish and distribute Greek school textbooks.
Please tell us briefly about your role in the company / at your organization:
I am an educational technologist at the Computer Technology Institute and Press “Diophantus”, specialising in teacher training, digital transformation of education, and the design of innovative learning environments. I am a member of the INNOVETE (Innovation and Emerging Technologies in Education) research team and play a key role in the development of training programmes and curricula for teachers working in the newly established Innovation Centres, while also contributing in a research capacity to the national B-Level ICT teacher training initiative and actively participating in the acquisition, design, and implementation of innovative European research projects.
Your interest in STEM
My first role model was my MA supervisor at the Institute of Education, University of London, who in 2000 showed me how to blend rigorous research with practical edtech passion—igniting my career path. Today, I’m inspired by great Greek women like Hélène Glykatzi-Ahrweiler for her resilient leadership in academia and culture, and Maria Efthymiou for her bold historical insights that challenge norms—alongside edtech pioneers proving self-organized learning empowers communities.
Your studies
During my studies, the biggest challenge was balancing the demands of a rigorous academic program with financial constraints as an international student, which pushed me to proactively seek scholarships. Technically, adapting to rapidly evolving ICT tools required constant self-learning, but this built my resilience and problem-solving skills (strengths from SWOT). Opportunities arose through collaborative projects that expanded my network, while threats like limited access to cutting-edge resources in Greece at the time motivated my focus on innovative, accessible edtech solutions.
My advice to girls and women pursuing studies in educational technology is to embrace curiosity and hands-on experimentation with emerging tools like AI, gamification, and digital platforms early on, while building a strong foundation in both pedagogy and tech through online courses, open-source projects, and networking at conferences. This field is highly dynamic and emerging, with surging future demand for skilled personnel. While AI poses a potential deskilling risk for professionals across sectors by automating routine tasks, education will play a pivotal role in countering this through continuous, targeted upskilling initiatives. Persistence pays off.
You at work
At CTI Diophantus, we prioritize DEIS through targeted initiatives, including designing and developing e-learning environments for teacher that promote knowledge exchange among communities and networks, alongside large-scale teacher training programs like the A-Level and B-Level ICT initiatives (https://e-pimorfosi.cti.gr).
We advance educational innovation in distance learning—particularly English as a Foreign Language (EFL)—via projects such as ENRICH (2018-1-EL01-KA201-047894), REVIT (143664-LLP-1-2008-1-GR-KA3-KA3MP, Best Practice in social inclusion), and MuStLearnIT (225427-CP-1-2005-1-GR-MINERVA-M, awarded for creativity and inclusion), while developing online assessment tools and e-certification frameworks. For inclusion and combating discrimination, we have participated in diverse projects such as MaMLiSE (2020-1-PL01-KA201-081612) and RADAR (JUST/2013/FRAC/AG/6271) for anti-racism training; sustainability is embedded in digital transformation efforts like the Innovation Centres (Recovery Fund), ensuring long-term educational resilience.
I am most proud of actively participating as a member of the coordination team and/or research/scientific team in 20+ EU and national projects at CTI Diophantus, with several recognized as best practices in education innovation and social inclusion—particularly REVIT (awarded Best Practice 2012), MuStLearnIT (EACEA-disseminated 2010), and SimSafety (3rd International Prize 2011).
I am also a member of the INNOVETE research team on Innovation and Emerging Technologies in Education, exploring cutting-edge edtech models. Developing teacher training materials and curricula for the Innovation Centres (https://ic.cti.gr/en/) and many EU-funded projects has directly contributed in upskilling numerous educators in digital pedagogy. Above all, contributing to inclusive initiatives like MaMLiSE and RADAR that combat discrimination and support diverse classrooms has brought me deep professional satisfaction.
Your point of view
Technology empowers women in really practical ways: it opens doors to education and skills through online courses and AI tools that fit around busy lives, no matter where you live or your budget. It gives economic freedom with remote jobs, freelancing platforms, and ways to start edtech projects from home—helping women break into high-demand fields like digital teaching. And it builds strong communities via social media and networks, letting women share stories, find mentors, and push for change in STEM, just like my own path from chasing that 2000 scholarship to leading inclusive projects at CTI Diophantus.
My advice to girls and women aiming for careers in educational technology is simple: start experimenting today with free tools like AI chatbots, game design apps, and online platforms—combine that with real-world practice teaching peers or volunteering on small projects. Don’t just study theory; join women-in-STEM groups online or at local meetups to find mentors and collaborators who get the challenges. The sector needs your fresh ideas to make learning inclusive and fun, and with dedication, you’ll thrive in edtech.
By 2030, I hope educational technology centers around human connection and empathy, with teachers trained as inclusive facilitators who adapt learning to every student’s cultural background, language, and needs—building on initiatives like MaMLiSE and RADAR that I’ve contributed to. Equity will mean every girl and underserved community gets equal access to hands-on upskilling and mentorship networks, closing gaps I’ve witnessed during my participation in EU Funded projects for over 20 years at CTI Diophantus. Inclusion becomes the norm through global teacher communities sharing anti-discrimination practices, while sustainability focuses on human-centered design—creating durable, accessible tools that empower lifelong learning without waste, putting people over technology every time.
To finish with
My core values are inclusion—ensuring every learner, regardless of background, thrives through equitable education, innovation with empathy, blending tech with human-centered pedagogy to empower teacher agency; lifelong learning and persistence and human in the loop, prioritizing people’s creativity and ethics amid AI advances to keep technology serving humanity, not replacing it—as I advocate in my edtech work at CTI Diophantus.
As a PhD candidate researching Teacher Agency in the Digital Age at the University of Athens, my biggest future challenge is balancing rigorous academic research with my role at CTI Diophantus—completing my doctoral Thesis while continuing with my work for the B-Level ICT teacher training initiative, the Innovation Centres initiative and the INNOVETE research team endeavors. Professionally, I aspire to evolve into a more pivotal leadership position at CTI, bridging my research into scalable upskilling programs that empower teachers against AI-driven deskilling and uphold human-centered pedagogy. Personally, maintaining work-life balance during this intense phase will test my resilience—but it’s what fuels my passion for inclusive edtech innovation.
By 2030, I hope to have evolved into a senior leadership role at CTI Diophantus or a similar institution, leading national and EU-wide initiatives on teacher upskilling and digital transformation—building on my PhD in Teacher Agency, B-Level ICT training, and Innovation Centres work. I envision publishing influential research that shapes policy on human-centered edtech, mentoring the next generation of women in STEM, and coordinating large-scale projects that make inclusive, sustainable learning accessible to all. Ultimately, contributing to a country and a continent where every educator thrives in the AI era, preserving the human touch in teaching.
The current activity has been implemented in the framework of the Project: Code4Europe,
GA Number: 101158834. Official project website : https://codeweek.eu/