From an educator, for all the educators around the world

Help your school
lead the future
through hands-on STEM,
digital & AI literacy,
and purposeful making.

overSTEMed helps schools design hands-on STEM programs, train educators, build digital and AI literacy, and create sustainable makerspaces. Every recommendation comes from a teacher who is still in the classroom — where every method is tested before it reaches your school.

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Three areas
Integrated STEM • Digital & AI literacy • Lasting makerspaces
Built for
K-12 • Advanced Placement • MYP • DP • International schools
01
STEM

Inquiry, prototyping, real problems

Curricula rooted in inquiry, prototyping, and real-world problem solving.

02
Digital & AI literacy

Strengthen fluency, support teaching

Responsible integration that strengthens digital fluency while supporting teaching, not replacing human judgment.

03
Learning spaces

Makerspaces built to last

Makerspaces and STEM labs designed for long-term use, maintenance, and school ownership.

Educator training

Delivered teacher-to-teacher, so it sticks.

Every area above reaches your school the same way: overSTEMed trains your own teachers, educator to educator. Programs last because your staff own them — not because a consultant stays in the room.

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K-12 schools Independent schools School networks Innovation teams
About · Vision

overSTEMed makes STEM one integrated subject at the epicenter, not the periphery.

overSTEMed helps schools move beyond isolated STEM lessons and disconnected technology initiatives, building coherent, future-ready learning experiences that combine hands-on STEM, digital and AI literacy, teacher growth, and meaningful spaces for making.

01 · What I believe

Fun isn't the opposite of learning, it's how learning sticks.

Students learn deeper when they're making and creating. When there's something in front of them to see, build, and play with, abstract ideas become real. Play also creates a positive failure environment, where mistakes are expected, not punished.

02 · Why it matters

STEM should belong to every student.

It shouldn't matter what language a student speaks or what country they come from. Hands-on STEM gives every learner, including EAL students, a low entry and a high ceiling: a way in that doesn't depend on words, and no limit on how far they can go.

03 · How I work

Not another platform. Real, structural change.

Every recommendation is research-driven, not sales-driven. This isn't about selling you a tool. There are plenty of those. It's about cultural and structural change that lasts.

Founder · Michael Tzanis

Led by an international STEM educator with deep classroom & curriculum experience.

Michael Tzanis portrait

I'm an active teacher-researcher, and that's the part of my work I'm not willing to step away from. For more than ten years I've taught international students, and one pattern keeps proving itself: students understand more deeply when they make and create. Sometimes a child cannot yet say what they know, especially an EAL learner, but they can show it. A paper model. A 3D print. A sketch.

That experience is why I built overSTEMed. Not as a consultant who left the classroom behind, but as a peer to the educators I work with. Every recommendation comes from someone still doing the job, and every method I share has been tested in my own classroom before it reaches your school.

Greek, and a citizen of the world, with a great passion for change.

Academic background
BSc in Physics & Master's in STEM Education, with research focused on purposeful play and multilingual learning in STEM.
Specialist areas
AI literacy, robotics, Arduino, 3D design, drones, digital fabrication, engineering, and interdisciplinary STEM learning.
Educator development
Certified trainer in LEGO Education & Arduino Education, with PD experience in AI, makerspaces, and STEM curriculum design.
From the classroom · Student work

What purposeful making looks like.

Built by students in Michael's classes — cardboard engineering with working electronics, and simulations they coded themselves.

Student-built cardboard model of Tower Bridge with LED light strips
Tower Bridge in cardboard, with working LED strips — a middle-school engineering build.
Student-built cardboard Big Ben beside a London Eye made from a bicycle wheel
Big Ben beside a London Eye built from a bicycle wheel — motors and lights run on Arduino.
Screenshot of a student-coded light refraction simulator showing angles of incidence and refraction
A light-refraction simulator students coded from scratch — physics through programming.

There was a girl in my 5th-grade Innovation & Design class who could barely speak English. We were building a 3D model of Venice and talking about sea-level rise. She picked up a pencil and drew a layout of Venice that looked like real engineering. The smile on her face said everything words couldn't.

The how question · What overSTEMed adds

The piece every AI policy is missing.

Most schools answer the AI question with a policy. A document, a list of rules, a poster on the classroom wall. That can tell students when to use AI, but it cannot teach them how.

The how lives inside the curriculum itself. overSTEMed works with schools to build it in rather than bolt it on, redesigning units, lessons, and assessments so the right use of AI becomes part of what students are learning, not a footnote to it.

It is a cultural shift, not a checklist, and it grows with your students, your teachers, and the direction your school is heading.

See the offer

Services, approach, and process

Seven service areas, the way overSTEMed works with schools, and the partnership steps from discovery to launch.

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See the proof

Three schools, the work, the outcomes

School types overSTEMed is built for, anonymized case studies, the sector context, and what schools leave with.

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