Mar 2025 – Present · 1 yr 2 mos · Barcelona, Catalonia, Spain · Remote

• As Principal Developer, I lead the end-to-end design and development of educational games that are grounded in proven pedagogical principles. As the studio's founder, I set the strategic vision for Level Best Games: to bridge the gap between effective learning and engaging play.
• I leverage my background in education to inform every stage of the development process, ensuring that products are not just fun but are built on a foundation of learning science.
• My core responsibilities and achievements include:
• Full-Stack Game Development: Leading all technical development and systems architecture using Godot. I build, test, and deploy robust, scalable, and maintainable code for all studio projects.
• Pedagogical Game Design: Translating complex learning objectives and curriculum standards into intuitive game mechanics, feedback loops, and player progression systems.
• End-to-End Product Leadership: Directing the complete project lifecycle, from initial concept and rapid prototyping through usability testing with learners, iterative design, and final launch.
• Technical & Creative Vision: Championing the use of open-source tools like Godot to create accessible and high-impact learning experiences, and documenting this process through public dev logs.

Nov 2023 – Jan 2025 · 1 yr 2 mos · Manresa, Catalonia, Spain · Hybrid

• As an EdTech Expert and English Language Teaching (ELT) Project Manager at Kids & Us, I led the design and implementation of innovative digital learning solutions tailored to very young and young learners. Central to my role was the development of the proprietary in-house activity creation tool for the My Way digital learning platform and app, integrating evidence-based instructional design strategies and gamification principles to enhance engagement and learning outcomes.
• I spearheaded the technical transition to Unity, enabling richer, interactive gamification elements and streamlining production workflows for greater efficiency. Collaborating closely with international external developers, I ensured alignment of technical execution with pedagogical goals, while mentoring and upskilling the internal design and development team to foster high-quality, age-appropriate learning activity design.
• This role required expertise in ELT methodologies for early learners, EdTech innovation, cross-functional team leadership, and agile project management, driving the seamless fusion of play-based learning and cutting-edge technology to advance Kids & Us’s mission of immersive language education.

Apr 2023 – Present · 3 yrs 1 mo

• Working as the Website Coordinator for IATEFL MaWSIG, I led the complete redesign and technical rebuild of the organisation’s website, ensuring a modern, user-friendly interface aligned with its mission.
• My responsibilities include ongoing maintenance, security updates, and troubleshooting to guarantee optimal performance. I manage all content publication, including blogs, event announcements, and resource updates, while collaborating with the committee to align messaging with organisational goals.
• Additionally, I oversee event promotion, implement functionality enhancements, and ensure the site remains a dynamic hub for ELT materials writers worldwide. This role combines technical expertise, content curation, and strategic communication to support MaWSIG’s global community.

Mar 2023 – Oct 2023 · 7 mos · Córdoba, Andalusia, Spain · On-site

• As Academic Manager at International House Córdoba, I oversaw the academic operations for a diverse student body, ranging from very young learners (VYL) to adults in corporate training environments.
• My responsibilities included curriculum design and alignment with CEFR standards, teacher training and mentoring, and fostering collaboration between educators, parents, and institutional stakeholders to ensure high-quality language education outcomes.
• I promoted the integration of innovative EdTech solutions, including the upgrade of the Moodle platform with interactive asynchronous course elements to enhance blended learning. With this I pioneered an early project adapting AI generated material into exam courses and materials design.
• Additionally, I led the strategic selection and implementation of a new LMS/CRM system for the organisation, conducting vendor evaluations, negotiating contracts, and successfully advocating for the adoption of my recommended platform to streamline operations and improve learner engagement.
• This role demanded expertise in cross-functional leadership, pedagogical innovation, and stakeholder management, balancing the needs of young learners, corporate clients, and academic teams while driving technological advancement in language education.

Aug 2020 – Feb 2023 · 2 yrs 6 mos · Remote

• Played a key role in an early-stage online English learning startup, leading the development of the core platform including the public website and the user booking application/interface for seamless onboarding.
• Designed and implemented engaging, interactive asynchronous learning activities focused on effective online pedagogy and user retention. Contributed across the product lifecycle, combining hands-on technical development with instructional design and user experience considerations in a dynamic startup environment. Also created core learning materials and scripts for the platform.

Jan 2020 – Oct 2022 · 2 yrs 9 mos · County Dublin, Ireland

• At YourEnglish Language School, I combined classroom instruction with teacher training, delivering courses from General English to Cambridge Suite and IELTS exam preparation.
• My responsibilities included designing curriculum, mentoring educators through workshops on materials development, and ensuring high standards of student achievement across age groups and proficiency levels.
• A key contribution was orchestrating the school’s rapid transition to online learning during the COVID-19 pandemic. I developed and implemented training programs for staff on Zoom and digital pedagogy, ensuring continuity and quality in virtual classrooms. This leadership minimised disruption and reinforced the institution’s adaptability during a critical period.

Sep 2019 – Mar 2024 · 4 yrs 6 mos

• When I was a Trinity Stars Expert, I specialised in assessing and evaluating young learners’ English language performances through drama, music, and collaborative activities.
• Using Trinity College London’s framework, I graded participants’ language proficiency, creativity, and participation, providing constructive feedback to support their holistic development.
• My role involved fostering confidence and enthusiasm in early language learning while ensuring alignment with Trinity’s criteria for communicative skills and creative expression. I collaborated with educators and institutions to deliver age-appropriate, engaging assessments that celebrated progress and nurtured a love for English.

Mar 2019 – Mar 2024 · 5 yrs

• In the position of a Trinity College London Examiner, I conducted high-stakes ESOL (English for Speakers of Other Languages) and SELT (Secure English Language Tests) assessments globally, serving as both interlocutor and assessor for candidates ranging from very young learners to adults.
• My role involved evaluating spoken and written English proficiency against Trinity’s rigorous criteria, ensuring fair and accurate grading for academic, immigration, and professional purposes.
• I frequently travelled internationally on examination tours, liaising with local exam centres to coordinate logistics, deliver briefings, and provide detailed feedback to staff on candidate performance and procedural compliance.
• As a representative of Trinity, I upheld the organisation’s standards for integrity and quality, adapting to diverse cultural contexts to maintain consistency and professionalism across assessments.

Jan 2019 – Dec 2019 · 11 mos

• At ISI Ireland, I managed the coordination and delivery of language programmes across diverse learner groups, from General English to exam-focused courses. My core responsibilities included designing class schedules, overseeing resource allocation, and ensuring curriculum alignment with institutional and international standards (e.g., CEFR).
• I collaborated with teaching staff to optimise classroom outcomes, resolve logistical challenges, and maintain high levels of student satisfaction. Additionally, I played a central role in academic quality assurance, conducting observations, refining assessment protocols, and supporting teachers in adopting learner-centred methodologies.

Jan 2014 – Dec 2018 · 4 yrs 11 mos

• I taught diverse student cohorts across exam preparation (e.g., Cambridge Suite, IELTS), General English, and bespoke one-to-one programmes. My role involved designing engaging lesson plans for group and individual learners, adapting methodologies to meet varying proficiency levels, cultural backgrounds, and learning objectives.
• I prioritised fostering communicative confidence and academic progression, integrating interactive activities, real-world tasks, and formative assessments to track student growth. My commitment to flexibility and student-centred approaches ensured high retention rates and positive feedback across all class formats.

Jul 2011 – Jul 2013 · 2 yrs · County Cork, Ireland

• At Cork English Academy, I delivered engaging lessons across General English, group, and one-to-one classes for learners at varying proficiency levels. This role marked a pivotal stage in my professional development, where I honed core skills in lesson planning, classroom management, and adapting to diverse student needs in a supportive, fast-paced environment.
• Under mentorship from senior colleagues, I gained hands-on experience in creating interactive activities and integrating cultural topics to enhance engagement. I also supported the academy’s extracurricular initiatives, assisting with student social programmes and administrative tasks to ensure smooth operations. Feedback-driven and eager to grow, I embraced opportunities to refine my approach, laying the groundwork for my subsequent specialisation in exam preparation and academic leadership roles.

Jun 2011 – Jul 2011 · 1 mo · Uganda

• I served as Academic Coordinator for Kids of Africa, designing and delivering learner-centred curricula while mentoring teachers in remote a Ugandan community. Facing infrastructural challenges such as frequent power outages and limited materials, I innovated low-resource teaching strategies, repurposing local materialss to sustain lessons.
• My responsibilities included training educators in adaptive methodologies, co-teaching classes across age groups, and fostering resilience in both students and staff. I collaborated with local stakeholders to align programmes with community needs, ensuring cultural relevance and accessibility despite systemic barriers. This role deepened my commitment to equitable education and honed my ability to lead with creativity and empathy in demanding environments.

Jul 2010 – Jun 2011 · 11 mos · Nablus, West Bank

• I coordinated and taught English and life-skills programmes for young learners across local schools and refugee camps in the West Bank. Tasked with fostering resilience and hope, I adapted curricula to address both academic and psychosocial needs, often working amid disruptions caused by geopolitical tensions and resource limitations.
• My role involved designing trauma-informed, flexible lesson plans using minimal resources, while collaborating with local educators and NGOs to ensure continuity of learning. I trained community teachers in conflict-sensitive pedagogy and developed creative strategies to engage students in unstable settings, prioritising emotional safety alongside language acquisition.
• This experience underscored my ability to lead with cultural humility, navigate logistical challenges, and advocate for vulnerable populations—turning constraints into opportunities for innovative, community-rooted education.