I help governments, universities, and schools integrate AI and digital technologies into education — with pedagogy leading, not following.
10,300+ teachers certified · 12 schools · 5 countries · 1 principle
Member of SCIA, Moldova’s interministerial sub-council for artificial intelligence and applied research
Schools invest in technology. Governments launch digital strategies. Yet classrooms don't change. Here's why.
AI tools land in classrooms with no learning design behind them. Teachers get the tool but not the thinking. Students get novelty but not learning.
A workshop happens. Teachers take notes. Monday comes and nothing changes. Without mentoring, portfolios, and sustained support, skills don't transfer to practice.
Schools get tablets and smartboards but lack the human capacity to use them meaningfully. Digital maturity requires culture change, not just procurement.
I solve these problems at scale.
Whether you need a national programme architect, a hands-on AI trainer, or a keynote speaker — here's how we can work together.
I design professional development programmes, AI integration strategies, and digital competence frameworks aligned with DigCompEdu. From national policy to classroom scenarios — pedagogy drives every decision.
Discuss a projectI build and deliver CPD programmes that actually change practice — through mentoring ecosystems, portfolio-based assessment, reflective learning, and sustained implementation support. DigiProf Moldova, which I co-designed with the Tallinn University team, has certified over 10,300 teachers.
Plan a programmeKeynotes, workshops, and conference papers grounded in real implementation — not theory. Topics: AI in education, digital transformation, teacher competence development, pedagogy-first technology integration.
Invite me to speakReal programmes. Real scale. Real outcomes. Click to expand.
Each programme is designed for one group and one problem, then run. None of them is a catalogue course with the client’s name changed.
Evenings of sixty minutes, four to a block, and you take the blocks you need. The structure follows UNESCO’s AI competency framework adapted for adults, and it aims at practised rather than independent: someone who has used the thing with their own work in front of them, not someone who has heard it explained.
Three consecutive days of two hours, six contact hours in all. Each day starts from the artefact the last one produced. This is not proposal writing with AI added on top; it is AI for people who already write proposals, which decides everything else about how the three days are built.
Ninety minutes is not enough for data protection law, account configuration, data hygiene and document checking, so the session does not pretend otherwise. It picks the few things that change what someone does on Monday and leaves the rest documented for later.
From software engineering in London to national education policy in Moldova. Toggle between timeline and knowledge graph.
Conference papers, keynotes, workshops, and hackathons — sharing what actually works when technology meets pedagogy.
Porto, Portugal — Conference paper on DigiProf & teacher digital competence
Teacher learning, AI & metacognition
TeachMeet — EdTech, AI & teacher practice
International trainer: Pedagogy-First AI
3 editions — national organizer & EU webinar speaker
AI workshops for English teachers & school principals
Training ends when the session ends. Writing is how the thinking survives it.
What it takes to hold quality steady when a training programme stops being a course and becomes national infrastructure: the three levels, the portfolio assessment, the mentoring layer, and the places the design had to give.
How you find out whether a programme at national scale actually worked, when everyone involved has a reason to say that it did.
Why I do this at all. Verba volant, scripta manent: the sessions end, and what is written down is what is left.
A working library of thirty-five further pieces on AI in education, digital safety, assessment and parenting online is in preparation.
What programme participants, partners, and collaborators actually said.
Tudor’s approach is consistently pedagogical rather than merely technical — he focuses on how digital tools support teaching, learning, assessment, and learner agency. His capacity to think systemically, understanding digital transformation as leadership, mentoring, and institutional culture rather than isolated training, is one of his strongest qualities.
Tudor has distinguished himself through his ability to connect academic knowledge with applied educational practice. He understands that digital technologies shouldn’t be treated as isolated tools, but as part of a broader pedagogical, institutional, and cultural transformation — and he has helped build a more dynamic, future-oriented academic culture here.
Tudor has consistently promoted a pedagogically meaningful approach to digitalisation — not the technical use of tools, but how they improve teaching, learning, and inclusion. He understands classroom realities, but also sees the broader systemic conditions that determine whether innovation actually becomes sustainable.
Whether you're planning a national programme, a faculty workshop, or a conference keynote — let's talk.
For programme design, AI integration strategy, digital competence frameworks, or institutional transformation.
Get in touchKeynotes, workshops, panel discussions, or training sessions on AI in education, digital transformation, and pedagogy-first technology.
Send an invitation