Bachelor in Educational Sciences
University of Geneva
About Marina
I connect educational thinking with the structures needed to put it into practice.
I am an educational consultant, pedagogical leader, curriculum designer and instructional coach. My work sits at the intersection of relationships, curriculum, adult learning, educational research and the practical realities of creating learning environments.
My professional journey
From teaching to pedagogical leadership and design.
I began as a teacher, and over time my attention shifted to the wider conditions that shape a learning day.
Questions that guide my work
- How do educational values influence curriculum and the decisions adults make?
- How can structure support agency and participation?
- How do environment, relationships, assessment and programme design work together?
- What helps an educational model stay coherent when it meets daily reality?
These questions led me toward pedagogical coordination, curriculum architecture, instructional coaching, learning-environment design and educational research. I now work with the whole educational system around the child.
International education
Experience shaped across languages and contexts.
I grew up in international education and have worked in multilingual and international learning environments. This informs how I understand the opportunities and complexities that arise when schools bring together different languages, traditions, cultures and expectations.
I offer work in English, Italian, French, Portuguese and Spanish, and collaborate internationally, including ongoing pedagogical coordination with an international school in Switzerland (named once permission is confirmed).
Current practice
Pedagogical leadership connected to a live learning environment.
I am the Pedagogical Leader and Coordinator of Forest Studio Comporta. I designed its curriculum, programme content and implementation framework, and I coordinate its pedagogical development on the live site.
Curriculum architecture
seasonal programme design
Project-based quests
focused academic practice
Guide coaching
planning & onboarding
Formative assessment
portfolios & documentation
Family participation
mentors & community
Learning rhythms
daily & weekly flow
Practical tools
operational systems
Programme review
ongoing refinement
This keeps my consulting connected to implementation. Ideas are not treated as complete in documents; they are observed in use, discussed with the people involved and adapted where necessary.
Professional background
Academic study supported by applied experience.
Master’s in Pedagogical Sciences
University of Modena and Reggio Emilia
Specialisation Diploma in Neuroeducation
University of Barcelona
Applied experience
Reggio Emilia educational approach
Educational neuroscience
Curriculum and programme design
Pedagogical coordination
Instructional coaching
Project-based and game-based learning
Formative assessment and documentation
Family and community participation
Multilingual and international education
What informs my work
Several lenses, connected through professional judgement.
I use these as connected lenses rather than fixed formulas, interpreting them for the people and setting involved.
Educational neuroscience and cognitive science
Research on learning, memory, attention, emotion and motivation, interpreted alongside developmental, relational and cultural knowledge rather than converted into universal rules.
Reggio Emilia–informed practice
Attention to children’s ideas, relationships, environment, and making learning visible through documentation and shared interpretation.
Relational and emotionally responsive education
Communication that makes room for feelings, needs, different perspectives, boundaries and shared responsibility, without defining people by single moments.
Systems and learning-environment design
How curriculum, time, space, roles, routines, assessment and communication influence one another.
Active and project-based learning
Learning through inquiry, purposeful practice, research, making, dialogue and reflection, with projects connected to explicit intentions.
Game-based learning
Game structures used where they add meaningful challenge, feedback, participation and repeated practice.
Formative assessment
Processes for gathering evidence, understanding progress and deciding useful next steps.
Partnership
Clear expertise, answers tailored to your context.
Context before recommendation
First understand people, environment, existing strengths and priorities.
Co-design, not borrowed solutions
Develop tools and structures that belong to the setting.
Evidence and reflection
Use observations, work samples, conversations and implementation experience.
Clear scope
Organise each collaboration around defined questions, responsibilities, outputs and review points.
Respect for complexity
Support understanding, thoughtful decisions and constructive next steps when people hold different needs and intentions.
My mission
A gentle revolution made practical.
Not one method or a dramatic promise, but the gradual work of creating more relational, participatory, thoughtful and life-connected learning environments, one curriculum, coaching conversation, learning tool and educational environment at a time.
A place to begin
Is there an educational idea you are ready to make more practical?
Share what you are creating, refining or trying to understand, and we can consider the next steps together.