Covid-19 has been a terrible pandemic, and it still haunts us today. If there's one positive that came out of this devastation, it's that edtech flourished and accelerated the growth of virtual learning opportunities and networking.

• Global Leadership Certificate with Miss Porter's School and SEK Schools in Spain:The certificate was open to students around the world interested in solving complex contemporary global issues through the use of technology, innovation, and entrepreneurship by applying an interdisciplinary approach to exploring the institutions, processes and diverse communities that shape our world. Students developed cross-cultural knowledge and communication skills, as well as the ability to think critically about global change with a deeper understanding of the interconnected and interdependent nature of our world. They focused on and address real-world issues that are relevant to them through the use of technological, innovative and entrepreneurial methods to propose solutions, culminating in a group project in which students pitch their social entrepreneurship projects. This program was designed as hybrid (e.g. students collaborated in person in Spain) but the global lockdown due to the pandemic hit right after the Spain program, forcing students to go virtual. They worked on coming up with solutions to UN SDGs, particularly focused on the impact of the pandemic. 
• Barbados NFT & Cryptocurrency workshop: Learn about $MONEY! Why don’t schools teach one of the most important lesson — financial literacy? Students from Barbados learned about how money and investment, then we looked into the recent innovations of blockchain technology (e.g. cryptocurrencies and NFT). Participants learned how to create their own NFT step-by-step as the final project.
• Social Entrepreneurship with students from African continent. Students from Asia who study in the US collaborated with students in Africa to build empathy and have better understanding of each other's culture in order to come up with solutions to global problems (e.g. gender inequality). In small groups, the students had to present their solution.
• Incubator program: my students won the global hackathon, hosted by NEOM. Due to the pandemic we couldn't travel to Saudi Arabia, so instead, our students went through 10-session incubator to bring their idea to reality. Their product was in the category of vertical farming, and they were able to meet engineers, entrepreneurs, and investors to fine tune their pitch deck and product.