German language teacher and educational blogger Nataliia Kovalchuk shared her experience of working in inclusive classrooms, spoke about her own microlearning methodology, and her plans to transform social media into a global platform for accessible education. She is convinced: true success is about real impact on people’s lives.
Where were you born and raised?
I was born and raised in the sunny city of Mykolaiv. For me, this city is not just my hometown but also the cradle of my dreams. It was here, within the walls of the Academy of Children’s Creativity, that I first encountered the German language. My teacher, Zhanna Hennadiyivna, opened up an entirely new world to me: she told me about German culture, gave me engaging tasks, and made every lesson feel like a journey. That was when I first realized: it is the teacher who can ignite the spark that grows into a love for knowledge.
My mother, grandmother, and grandfather were all connected with education throughout their lives, so since childhood I wanted to be involved in teaching as well. I remember that during school Self-Governance Day I always chose the role of a German teacher — and it gave me real joy.
What were you most passionate about as a child?
My childhood was full of creativity. I loved dancing, drawing, and studying languages. I devoted more than fifteen years to Ukrainian folk dance: stages, festivals, travels — all of this became an integral part of my life. Thanks to dance, I learned discipline and the sense of teamwork.
At school, much attention was paid to developing creative thinking. Perhaps that’s why later on I decided to start a blog and combine teaching with creativity to make lessons engaging and alive for my students and followers.
When did you first feel an interest in languages and teaching?
My genuine interest in languages was instilled in me by my German teacher, Zhanna Hennadiyivna. She didn’t just teach grammar — she brought the language to life: sharing stories about life in Germany, giving inspiring assignments, and creating an atmosphere of fascination in class. Thanks to her, I understood: learning a language is not just about textbooks, it’s a journey into a new world.
Other teachers in my school also approached their lessons with creativity and heart. They were the ones who gave me the initial push toward the dream of becoming a teacher.
Did you have teachers or mentors in childhood who inspired you?
Yes, there were many people who became role models for me. First and foremost — my mother and grandmother. My mother taught English, and my grandmother taught mathematics. They instilled in me a love of learning and showed that a true teacher is always patient yet demanding.
Another important mentor was my dance teacher, Hanna Matviivna Makarova. She taught me dedication, discipline, and love for the stage. She was like a second mother to me: strict yet fair, demanding yet always supportive.
At school, two special teachers became my guiding lights: my first teacher, Tetiana Viktorivna, who gently and wisely introduced me to the world of knowledge, and Zhanna Hennadiyivna, who gave me a love for German. They taught me to see learning not as a duty, but as inspiration.
How did your family react to your first creative and educational interests?
My family was always my foundation. My parents and sister supported all my endeavors: dance, drawing, or new ideas. My father often filmed me on camera: I recited poems, held “lessons” for my toys, and invented my own performances.
When I began performing on stage, my parents didn’t miss a single concert — they were my most devoted audience. Later, when I started teaching German to older learners at university, my mother, who worked on inclusion issues, shared advice with me. That support was priceless and helped me take my first steps in the profession.
How did you begin working with children in the field of inclusion?
My path to inclusion began during my student years, but gradually it grew much broader — it came to encompass not only children but also adults and the elderly. My first serious experience was the “Third Generation Institute” project, where I taught German to senior learners. This gave me a deep understanding: inclusion is not only about working with students with special educational needs, but about every person, regardless of age, health, or learning pace.
Later, I worked in a children’s camp where there were kids with inclusion. It was a special experience: we learned to create conditions where every child felt like a full member of the community. I saw that with the right approach and support, they could open up, be active, and happy.
Now in my practice I have students of all ages — from young children to teenagers, adults, and even seniors. Each of them is a new world, and my task as a teacher is to make this world accessible and understandable.
What are the key principles of your approach to inclusive education?
My approach to inclusive education is based on several core principles:
- Individualization. Every person has their own learning pace and way of perceiving information. My task is to find the “key” to each student and adapt materials so they are clear and accessible.
- Accessibility and simplicity. I explain complex things in simple words, using everyday examples. This helps students not to fear new knowledge but gradually master it.
- Motivation and support. Inclusion is about believing in everyone. Even when a student doubts themselves, the teacher must be the one who says: “You can do it.”
- Variety of methods. Some learn best through text, others through video or music, and some through dialogue. I combine all these formats to ensure maximum effect.
Do you have your own methods or unconventional solutions that proved effective?
Yes, in recent years I developed my own methodology of microlearning through social media. These are short educational videos and interactive materials that can be studied even on public transport or during a break. I call this approach “Breaking the Classroom Walls.”
This system is especially effective for inclusive education because people with different cognitive abilities or limited time gain access to knowledge in a convenient format. Many of my students and followers note that thanks to this approach, they overcame their fear of the language and made learning part of their everyday life.
In addition, I use the method of “adaptive explanations”: I break down any complex topic (for example, grammar or syntax) into small, clear steps. For every word or rule, I always provide a real-life example so the student can immediately “see” the language in action.
What challenges do you face in this field?
The biggest challenge is diversity. A group can include students with different levels of preparation, learning styles, and pace. For a teacher, this means being flexible, able to adapt quickly, and creating several levels of tasks simultaneously.
Another challenge is motivation. It is especially difficult to work with those who had negative learning experiences and believe, “I won’t succeed.” But inclusion provides answers to these challenges: when a student sees that learning is adapted to their needs, they begin to believe in themselves.
How does inclusion intersect with foreign language learning?
Learning a foreign language is inherently inclusive. Each student has their own path: some memorize words better through music, others through conversation, and others through visual images. The teacher’s task is to open different “doors” into the world of language and let each student choose their own.
I believe that a foreign language is a tool for socialization. For children with inclusion, it is an opportunity to communicate and feel part of a community. For adults, it is a chance to broaden their horizons. For seniors, it is a way to stay active and engaged with life.
In my social media, I create content suitable for different levels and abilities. This too is a form of inclusion: you can study anywhere and anytime, regardless of age, health, or prior experience.
What awards, titles, or achievements are especially valuable to you?
For me, the most valuable achievements are those connected not only with personal growth but also with impact on others. One important milestone was a DAAD scholarship, which gave me the opportunity to study in Germany. It was recognition that my drive for development was noticed and appreciated internationally.
But no less important for me is building my online community. Today, I have over 110,000 followers on TikTok, more than 60,000 on Instagram, and 15,000 on YouTube. This is a kind of “award” given not by an organization but by people who choose my content every day and trust me with their learning. I see this as my greatest achievement — that my work is truly changing the lives of thousands of people.
Do you feel like a thought leader in inclusive education?
I feel like a thought leader in the sense that I managed to build a new format of conversation about education. I don’t just teach German, I show that learning can be modern, accessible, inclusive, and diverse. My students — and even fellow teachers — often quote me or use ideas from my videos in their own lessons. For me, this is the greatest sign of leadership: when your thoughts become a source of inspiration for others.
I don’t want to be the “perfect textbook teacher.” I want to be an example of a teacher who walks alongside their students, understands their pace and struggles, and helps them believe in their own abilities. This is the position I now carry into the field of inclusive education.
What are your plans for developing your social media and educational projects?
My immediate goal is to transform social media into a full-fledged educational platform. I want to launch interactive online courses, create a system of micro-lessons in grammar, vocabulary, and communication that can be completed at one’s own pace. I also plan to do more collaborations with international educational organizations because I believe inclusive education must go beyond one country and become global.
In social media, I plan to develop series formats: video cycles resembling “mini-courses” for different levels. I want to create more interactivity — polls, exercises directly in stories, live sessions with real-time Q&A for followers.
Do you see yourself as the author of a book or educational program in the future?
Yes, I dream of writing a book that combines story and practice. On the one hand, it would be my personal narrative — how social media can become a platform for education and inclusion. On the other, it would be a manual with concrete methods, exercises, and lesson examples. Such a book could become a tool both for learners and for teachers who want to make their lessons more modern.
As for educational programs, I am already working on ideas for creating original courses. In the future, I see myself as the author of an official methodology for learning German through the microlearning format. I want this program to be integrated into educational institutions as well as used for self-study.
What does success mean to you in your profession and in life?
For me, professional success is not about the number of diplomas or certificates but about the number of stories in which students say: “I learned this thanks to you.” It’s the moments when someone who was afraid to say even one word in German begins to hold a confident dialogue. It’s the feedback from those who wrote: “I never thought I was capable of more,” and now they speak the language and open new horizons for themselves.
In life, success for me is harmony. Harmony between work and personal life, between dreams and everyday tasks. It’s when you don’t just achieve results but also enjoy the process. It’s when your knowledge, energy, and love for your work inspire others — and when you have people around you with whom you want to share these victories.
About
Nataliia Kovalchuk — German language teacher, educational content creator on TikTok (110k+ followers), Instagram (60k+), and YouTube (15k+). Specializes in inclusive education, digital learning, and original microlearning methodologies.
