Natalia Honcharova

My interest in STEM was born during my school years. I grew up in a modest family that couldn’t afford gadgets or a personal computer, so every free moment during IT classes I spent catching up with those who had access to technology at home. Later, I decided not to stop there and enrolled in a specialized lyceum to better understand technology. What fascinated me most was learning the ten-finger typing method, which became a symbol of persistence and structured learning for me. Over time, I realized that I wanted not only to study technology but also to teach it to others — especially girls like me who didn’t always have equal access to digital resources.

My passion for STEM deepened during my university studies, when I realized how technology can transform education and create opportunities for community development. I became fascinated with digital literacy, coding, and artificial intelligence, and their potential to empower young people — particularly girls — to thrive in the modern world. Currently, I am working on my PhD dissertation on developing digital skills among university educators, as I believe that teachers are the driving force behind building the digital competencies of future generations. By empowering educators, we create the foundation for sustainable digital growth in our society.

My first role model was my school informatics teacher, who believed in me long before I believed in myself. I still remember how she stayed after classes to show me how computers work — even when I could barely type or save a file. She used to say, “You don’t need the newest technology to create something meaningful — you just need curiosity and courage.” Those words stayed with me. At university, my inspiration shifted to women in technology who broke stereotypes — people like Ada Lovelace, the world’s first programmer, and Susan Wojcicki, who helped shape the digital world through leadership and vision.

Today, I continue to draw inspiration from Ukrainian women in STEM and education who, despite challenges and limited resources, keep teaching, innovating, and supporting students. They prove every day that true leadership is not about having everything — it’s about making the most of what you have and helping others rise with you.

At JA Ukraine, we integrate DEIS principles across all our programs. We promote equal access to digital education for students from diverse regions of Ukraine — including rural areas and communities affected by war. Our projects encourage gender balance by engaging both girls and boys in coding, entrepreneurship, and AI activities, often led by female mentors and role models. We also emphasize sustainability by teaching students to use technology responsibly and to develop projects that address real social and environmental challenges. Through these initiatives, we strive to make digital skills a tool for inclusion and empowerment.

I’m most proud of building programs that, in just one year, have reached over 150,000 students and 700 educators across Ukraine, helping them develop digital and entrepreneurial skills that can truly change their lives.

Seeing young people — especially girls — who once doubted themselves now confidently creating apps, coding, and leading projects is the greatest reward. I’m also proud that our initiatives — including EU Code Week, Microsoft Generative AI, and IBM SkillsBuild — have become national examples of how education and innovation can empower an entire generation, even in times of challenge.

My core values are education, empathy, integrity, and innovation. I believe that meaningful change begins with learning and sharing knowledge. I value collaboration over competition and strive to create opportunities that empower others — especially young people and women — to believe in their potential. As a Ukrainian educator, I deeply value resilience and community — the spirit that keeps us learning, creating, and helping others even in times of uncertainty.

One of my biggest challenges is ensuring that digital education remains accessible, inclusive, and relevant for all — especially in Ukraine, where education has become both a tool of recovery and a bridge to the future. I aim to bridge the gap between technology and pedagogy, helping teachers confidently adapt to AI and new tools. Another challenge is keeping a balance between rapid innovation and human connection while leading projects that bring real social impact to Ukrainian communities.

By 2030, I hope to be a recognized expert and mentor in digital skills development and inclusive education — leading national and European initiatives that support educators and youth across Ukraine.

I want to see more Ukrainian teachers and students using technology not just as consumers, but as creators and innovators who rebuild, inspire, and lead. My ultimate goal is to help make Ukraine a model of how digital skills, education, and resilience can transform a nation — and empower people to shape a better, more connected world.