As part of our series highlighting women contributing to XRExtended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). More, robotics, and advanced education, we continue our conversations with the experts shaping both technology and learning.
In this interview, we speak with Judit Ruiz de Munain Bedia, a computer and electronics engineer with extensive experience in software development and digital learning solutions. With a career rooted at MLAKOOP, a cooperative and part of the Mondragon Corporation. She has worked across software development, marketing, documentation, web design, and educational innovation.
Today, Judit leads projects focused on digital and immersive learning, combining technology, pedagogy, and a people-centred approach to education. Within MASTER, her work plays a key role in ensuring that advanced XRExtended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). More technologies translate into meaningful, effective, and well-structured training experiences.
Could you introduce yourself and tell us about your background?
JR: “I am a computer and electronics engineer by training, with many years of experience in design and development. I started my career developing software applications, and over time I specialised in software solutions for education, particularly in vocational training and higher education contexts.
I have spent my entire career at MLAKOOP. Today, my role has evolved into leading projects related to digital and immersive learning solutions, combining technology, pedagogy, and innovation. MLAKOOP it is not a typical profit-oriented company; is a cooperative and part of Mondragon Corporation, a large people-centred ecosystem.
Through the years, and as a very curious person, I have worked in marketing, technical documentation, web design and development, and even I have written some books. I believe the cooperativism business model is fairer and revolutionary, which is why I also participate in my company’s government bodies.”
What sparked your interest in science & technology?
JR: “My interest in science and technology started very early, with my interest in computers. We are talking about the first computers in the eighties and nineties. I was smitten by programming and driven by my curiosity and my problem-solving orientation. I am very creative, and engineering gave me a structured way of understanding how things work and how I could use technology to build new solutions. Over time, what really motivated me was learning new things, a skill related to my current occupation designing high impact solutions to help people acquire skills more effectively.”
Were there any role models or experiences that inspired you to pursue this path?
JR: “My father was an electrician, and I grew up surrounded by circuits, drills and welding kits, so we could say he was my first influencer. I have three sisters, and we were all very lucky to have the unconditional support of our parents in any path we chose. When it was my turn, I chose engineering. Today, I can say it was a good option for someone like me.”
What is your role within the MASTER project?
JR: “Within the MASTER project, my company, and I by extension, is responsible for the design and coordination of the educational solutions. This includes structuring training pathways, defining learning modules, and helping translate the technical possibilities of the MASTER XRExtended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). More platform into practical, pedagogically sound training experiences.”
What excites you most about working on MASTER?
JR: “What excites me most is that MASTER sits at the intersection of advanced technology and real educational needs. XRExtended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). More has enormous potential. Being part of a project that not only develops technology, but also invests strongly in training, guidance, and usability, is especially rewarding from both an engineering and an educational perspective.
Personally I love being part of an international group of professionals and getting to know them better. I have met very good people, new friends and colleagues.”
What does being a woman in STEM mean to you?
JR: “It has meant studying and following a technical career, working mainly with men, and fighting against stereotypes that impact all aspects of our society. I have been doing it my way, combining analytical thinking with communication and collaboration skills. In retrospective, I think I am helping normalise women’s presence in technical and leadership roles.”
What advice would you give to young women considering a career in STEM or XR?
JR: “I would encourage them to trust their curiosity and not be discouraged by stereotypes. STEM and XRExtended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). More need diverse profiles: technical, creative, educational, and hybrid ones. You don’t need to have everything figured out from the start. Careers in technology evolve constantly. We should break the conception of engineering as a cold and uninviting place, it really isn’t. STEM careers are very creative and rewarding professions.”
Why is it so important to increase women’s participation in STEM today?
JR: “We can’t emphasise enough the need of women in STEM. The participation numbers are not showing enough improvement.
Now, more than ever, we should be aware of the importance for us, women, to participate in shaping the present and future of technology.”
Judit’s experience reflects the importance of connecting technological innovation with real educational needs. Her work within MASTER highlights how XRExtended reality (XR) refers to real-and-virtual combined environment, including virtual reality (VR), augmented reality (AR), and mixed reality (MR). More can become truly impactful when supported by strong pedagogical design, clear learning pathways, and usability-focused training solutions.
Her perspective as both an engineer and an educator also reinforces the importance of diversity in STEM; not only to challenge stereotypes, but to ensure that technology is shaped by a wide range of skills, values, and lived experiences.