Antonia Nikou is a special education teacher based in Kozani, dedicated to supporting students with diverse learning needs and abilities through individualized education plans, differentiated instruction, and inclusive learning environments. Beyond her classroom practice, she has participated in international and European professional development programs, presented at national and international conferences, and serves as a trainer for the Institute of Educational Policy in Greece. Her expertise in educational technology has been recognized internationally with a Best Project Award in the category Fostering Creativity in Classrooms with ICT at the Teaching in the 21st Century 2.0 competition, organized by UNESCO IITE. She holds two Bachelor's degrees in Primary Education and Medieval and Modern Greek Philology, as well as four Master's degrees — in Information and Communication Technology in Education, Design and Development Models for Educational Units, Cognitive and Motor Development, and Bilingual Special Education — a testament to her sustained pursuit of academic excellence and professional advancement.

Her participation in the Fulbright DAI Program is driven by a genuine enthusiasm for cultural immersion, academic enrichment, and professional transformation. Studying at an American university and observing U.S. educational institutions will provide her with valuable insights into alternative teaching methodologies and cross-cultural approaches to learning. She views this experience as a catalyst for sharpening her analytical skills, broadening her global perspective, and growing into a more internationally conscious educator. Central to her Fulbright project is the exploration of how the strategic integration of artificial intelligence tools in the classroom can enhance knowledge acquisition and address educational inequalities. Drawing on observations and collaborations in American educational settings, she aims to develop an evidence-based framework of practical methodologies for meaningful AI integration across diverse learning environments — from students who need additional support to high-achieving learners who require enrichment and challenge. The framework will include teacher guidelines, student training modules, model lessons, and assessment tools, all designed to ensure that every student, regardless of learning profile or socioeconomic background, can benefit from the transformative potential of AI in education.

Sevasti Malamou is a Physics Teacher based in Ioannina, Epirus, Greece, with extensive experience in teaching and continuous professional development. She holds a degree in Physics from the University of Ioannina and two Master’s degrees in Telecommunications/Electronics and in Didactics of Physics. She has participated in a wide range of professional development programs and training seminars focused on modern pedagogical approaches and contemporary science education, organized by European and international scientific organizations such as ESA, CERN, and ITER. She also actively engages in European educational initiatives, including eTwinning and Erasmus+ programs, integrating innovative, inquiry-based, and interdisciplinary STEAM approaches into her teaching practice.

Through her participation in the Fulbright Program, she aims to engage in meaningful cross-cultural professional collaboration and to gain insight into diverse educational systems and contemporary practices in science education. She seeks to enrich her teaching through observation, exchange of ideas, and collaboration with educators from different countries, with a focus on innovative and research-informed approaches to science teaching, ultimately strengthening student engagement, scientific literacy, and the connection between Science education and real-world scientific development.