From Oil Rigs to Classrooms: An Interview with Ghana’s Eugenia Boadi

Eugenia Boadi is a Ghanaian engineer, coach and mentor whose career path reflects both resilience and vision. With an academic background that combines Biological Science, Petroleum Engineering and an MBA in Global Business, she began her professional journey on an oil rig in the oil and gas sector – an environment still dominated by men.

When the COVID-19 pandemic struck, Eugenia turned challenge into opportunity. She founded KidsAtHome Educational Centre, offering free, interactive online classes to children aged 5 to 15. What started as an emergency response has since grown into a thriving initiative, now home to programmes such as STEAMUP, which introduces young learners to science, technology, engineering, arts and mathematics (STEAM) alongside leadership training. 

Her commitment to opening doors for the next generation doesn’t stop there.  Through her #STEMSheCan campaign, she is inspiring girls across Africa to step confidently into STEM careers. She has also written a children’s book “I Can Be ABC for STEM” to spark curiosity and ambition at an early age. 

Drawing on experience across engineering, marketing, project management and business, Eugenia now channels her insights on leadership and personal growth through her #GirlOnTheMove platform. Whether in classrooms, boardrooms or digital platforms, she is helping to raise a generation of future-ready leaders. 

1. Personal life and inspirations

You often describe yourself as a “#GirlOnTheMove”, someone who loves to travel and embrace new experiences. How have your upbringing and personal journey in Ghana shaped the woman you are today?

I was born in Suhum, a small town in Ghana’s Eastern Region, and raised by my grandparents while my parents were studying. Although upon recent reflection we lacked many things materially, I never felt deprived, my life always felt full. My family created an environment where I believed we had everything we needed. My grandfather, who drove a small Opel, would take us to church, and my uncles and aunties would bring puzzles and gifts from Accra – this really helped to expand my horizon as our small town was very closed off from the world. Sundays were often spent solving crossword puzzles with my grandfather, dictionary in hand. These experiences broadened my horizons, instilled a love for learning, and shaped my outlook on leadership. Growing up, my family were my role models; their example gave me the drive to stand out wherever I go. That confidence has stayed with me, so I never see being a woman – or being different – as a hindrance.

Who were some of your earliest role models or inspirations growing up, and in what ways did they influence your path into science and education?

My number one role model, without question, was my grandmother. She was a nurse, and I still remember her telling me one day: “Your grandfather only has a bachelor’s degree, your mother is now pursuing her master’s, so automatically you should be aiming for a PhD.” That mindset, instilled in me at such an early age, gave me the hunger to always aim higher.

Growing up in Ghana, particularly in a conservative community, you were expected to aspire to one of three professions if you were academically strong: medicine, engineering, or law. For me, medicine felt like the obvious choice at first. Partly it was because I admired my grandmother’s work, but also because I thought being a doctor was somehow more “senior” than being a nurse. Later, almost by chance, I was selected to attend a STEM camp. That exposure to factories, engineers, and industry professionals completely reshaped my sense of what was possible. Looking back, that experience, combined with the expectations my grandmother had set for me, defined the path that led me into science and eventually into education.

Balancing engineering, mentoring, writing, and entrepreneurship is no small task. How do you personally recharge, and which values keep you grounded?

For me, “on the move” is more than just a phrase – it’s a philosophical outlook. It speaks to a journey of constant discovery and growth. Like anyone, I’ve had moments of burnout and even depression, but I’ve learnt ways to recharge and regain perspective. One lesson I carry from my first job is the “five by five” rule: step back for five minutes, do something unrelated, and then return with fresh eyes. Cooking and puzzles are my favourite ways to reset, taking something messy and turning it into something beautiful.

My family, even if they don’t always understand my career choices, have stood by me unfailingly, and that support has been a source of strength. Above all, my values – faith, family, growth and freedom – keep me grounded. I’ve come to see problems not as dead ends but as challenges that always contain a solution. Sometimes you go around them, sometimes over, under, or straight through – but there is always a way forward.

2. Transition and education

You began your career as a petroleum engineer in a male-dominated offshore environment. What was that experience like as a woman in that space, and what did it teach you about resilience, leadership, and navigating gender dynamics in STEM fields?

I don’t usually enter a room thinking about being a woman, but sometimes the reality hits you. On my first rig, I wasn’t the only woman – but I was the only Black woman. At times that brought uncomfortable attention, yet it also forced me to develop resilience. I learned to set boundaries, use humour and even a little sarcasm when necessary, and let my work speak for itself. Being judged before you’ve even started is tough, but proving yourself earns respect. Those experiences made me intentional about mentoring other young women, because tokenism isn’t enough – women also need leadership skills and visible role models to thrive in male-dominated industries.

You studied science and engineering before pursuing an MBA in Global Business. What motivated you to keep expanding into different fields, and how has that breadth of knowledge shaped your outlook on problem-solving?

Much of my journey has been guided by chance and curiosity. I initially wanted to become a doctor, but when medical school didn’t work out, I studied Biological Science before moving to Russia to pursue Petroleum Engineering. It was a huge adjustment – new language, new food, new culture – yet it opened my horizons in unexpected ways.

After three years working on the rigs in the North Sea, I asked for a gap year but was denied, so I chose to resign. I briefly considered moving into NGO work, but my family encouraged me to pursue a master’s instead. I was accepted into a global MBA programme in the UK, and my classmates – from India, Mozambique, and the Gulf states among others – exposed me to new ideas and perspectives. That openness led me to discover coaching, which I later became certified in.

Engineering instilled resilience and problem-solving, while business training taught me to recognise opportunities more broadly. Together, those experiences made me unafraid of change and ready to keep growing.

Moving from oil rigs to classrooms is quite a shift. What prompted that change, and what lessons did you carry over from engineering into education and entrepreneurship?

What drove me was a hunger for something more. I enjoyed engineering, but after three years I felt restless. Taking a step back helped me realise that life is a journey, not a box. The key lessons I carried over from engineering are these: you don’t know what you don’t know, so always stay curious; a problem is only a problem because it has a solution; and growth comes from stepping outside your comfort zone. These values now shape my entrepreneurship – whether launching an education initiative or even a fashion school. I don’t need to know everything; I just need the willingness to learn and adapt.

3. Professional journey and initiatives

During the pandemic, you founded KidsAtHome School to keep children learning and engaged online. What did that experience teach you about resilience and innovation in African education, and what was the main challenge you faced?

It began with children stuck at home during COVID-19. I thought: why repeat maths and English when we could try robotics, sign language, taekwondo and science experiments – activities that are far more fun and engaging? We started with one child, then two, then more, until we built a team of volunteers from Ghana, the UK and Asia. Resilience meant pushing forward even when resources were limited; innovation meant using everyday items like plastic cups and vinegar in place of lab equipment. The main challenges were connectivity and mindset. Many people in Ghana still see STEM as only coding or robotics, when in fact it is much broader. But the project showed me that even small ideas can ripple outwards and inspire change.

The STEAMUP programme is about building strength and confidence in the next generation. Is there a particular story from the children or girls you’ve worked with that stands out to you?

One story that stays with me is of a girl I met at a robotics camp. When I first saw her, she was sitting at the edge of the table, earphones in, completely disengaged. The boys had taken charge of the activity, and she simply assumed she had no role to play. Rather than let her sit it out, I placed her right in the middle of the group and gently encouraged her to get involved. At first she was hesitant, barely touching the pieces, but little by little, she began to tinker, ask questions, and take part. By the end of the camp, the transformation was remarkable. She had not only participated but excelled, emerging as the best student of the programme. It was a powerful reminder of how often girls exclude themselves before they are even given the chance, and how a nudge at the right moment can change everything.

Another memory that remains very close to my heart is of a young boy whose grandmother brought him to our summer school. She pulled me aside on the first day and said, almost apologetically, “Please be patient with him – he doesn’t talk to others, he doesn’t socialise, the teachers say he is dumb.” My heart sank hearing how such a young child had already been labelled in this way. Instead of pressuring him, I handed him a simple set of Lego bricks and some Jenga blocks and just observed. At first, he played quietly on his own, but as the days went by, I paired him with children his age and gave them collaborative tasks. Slowly, his walls began to fall away – he started interacting, smiling, even leading small parts of the activity. His grandmother later told me he would go home brimming with excitement, looking for things to build and talk about. It was the opposite of what his school had written him off to be.

Both experiences taught me that environment and encouragement matter immensely. When children are given space, trust and the right stimulus, they often reveal strengths that others have overlooked. For me, it reinforced why I do this work: to create spaces where every child, regardless of what labels they’ve been given, can discover what is truly possible for them.

Congratulations on your recent book launch! Your book I Can Be ABC for STEM is both playful and powerful. What do you hope young readers take away from it, and how can parents and teachers help support that vision?

The message is simple: “I can be.” Each letter of the alphabet features two professions, with both boys and girls represented, so children see themselves reflected and don’t internalise stereotypes. But it goes further than gender. Throughout the book, I was intentional about including people of different ages, races, ethnicities, and abilities, so that every child –  whatever their background – can recognise that there is a place for them in science, technology, engineering and beyond.

I wanted to show that careers are not confined to the familiar paths of medicine, law or engineering. There are actuaries, astrophysicists, aeronautical engineers – professions many children may never have imagined. To root this in reality, I also highlight Ghanaians working in diverse fields: some at NASA, some building software companies while living with disabilities, others leading in business and research.

The aim is to spark curiosity and confidence. Parents and teachers play a vital role here: they must resist narrowing children’s horizons or confining them to traditional paths. This book is only a beginning, but I hope it opens the door to entirely new ambitions – and perhaps even careers that do not yet exist today.

4. Linking to the eLearning Africa 2026 theme

The overall theme of eLearning Africa 2026 is “Africa’s Time, Africa’s Terms: Learning for Sovereignty, Strength and Solidarity.” What does this theme mean to you personally, and how do you see your work contributing to Africa’s ownership of its educational destiny?

For me, the theme is a call to action. It’s always been Africa’s time; the question is, what do we do with it? Sovereignty means owning our narratives – whether in education, technology or culture – and designing models that are relevant to our contexts. In my work, that means using accessible materials, teaching leadership alongside STEM, and raising children who see themselves as innovators and leaders. Strength comes from building resilient foundations and critical thinking skills; solidarity from involving parents, teachers, and communities so that children are supported by an ecosystem, not left on their own.

Equity – whether in terms of gender, race, or socio-economic divides – remains a constant issue in education. In your view, how can African education systems create more inclusive opportunities?

Inclusivity begins with awareness. We need to map the realities of our education systems honestly, recognising both strengths and gaps, instead of assuming rural children are “less able.” In fact, many communities are already innovating – for example, mothers stepping in to keep classes running.

From there, inclusion means adapting and co-creating solutions. If Lego sets aren’t available, use bottle tops. If textbooks are scarce, use walls and chalk. The key is creativity rooted in local reality.

Visibility is also powerful. I’ve seen girls’ eyes light up when they spot banners of Ghanaian women scientists, engineers and entrepreneurs. Representation tells them: “This is possible for you too.”

Finally, we must celebrate every success, however small. Recognition encourages communities to keep innovating, and children to keep believing in themselves.

5. Leadership and vision ahead

Looking ahead, where do you hope to see the STEAMUP programme and the STEMSheCan foundation in the future? What is your long-term dream for African children, especially Ghanaian girls, in STEM?

For STEAMUP, my vision is to reach a point where the only limit to a child’s education is their own curiosity. I want learning to be accessible, equitable, and inspiring – something children crave rather than endure. That means combining STEM with arts and leadership so that young people not only gain technical skills but also cultural grounding and confidence. Ultimately, I want Ghanaian, and more broadly African, children to see themselves as global citizens and innovators, able to build systems and solutions that are recognised far beyond their local communities.

With STEMSheCan, the goal is to create a generation of young Ghanaian women who enter STEM fields already equipped with the resilience, leadership tools, and self-belief to thrive. Too often, girls are encouraged into STEM without being prepared for the biases and barriers they will face. I want to change that by providing mentorship, visibility, and practical training so that they can not only join the industry but also rise to leadership positions and mentor others in turn. My long-term dream is to see African girls – and Ghanaian girls in particular – leading confidently in STEM, shaping industries and inspiring the next wave of women behind them.

6. Off-the-record quick fire

Q: What’s the most surprising skill you’ve picked up outside of work?

Patience in teaching children. I never imagined I’d have the ability to sit with five- and six-year-olds and guide them through science. It’s a skill that constantly surprises and humbles me.

Q: If you could describe Africa’s future in one word, what would it be?

Enigma. There’s so much more to Africa than the world realises – complex, powerful, and full of untapped potential.

Q: If you had 30 seconds to share your life wisdom, what would you say?

You don’t know what you don’t know – so keep growing. Stay curious, keep exploring, and never stop learning.

Q: If you could invite three African women leaders to dinner, who would they be?

Lucy Quist, for her brilliance in business and technology; Ellen Johnson Sirleaf, for her trailblazing leadership; and my mother – because she always knows how to ground and support me, no matter the company.

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Eugenia’s children’s book I Can Be ABC for STEM is available on Amazon and in bookshops in Ghana. You can also reach out to her directly for copies via LinkedIn.

Interview conducted by Warren Janisch.