Higher education is being asked to move faster than it ever has—while serving learners whose lives, careers, and responsibilities no longer fit traditional academic timelines. At the center of that shift are new models that connect universities, employers, and adult learners in more direct, practical ways.
Sara Leoni is one of the builders helping make that connection real.
Leoni is the founder and CEO of Ziplines Education, a company that partners with more than 30 colleges and universities to launch workforce-aligned certificate programs designed for adult learners. Ziplines works closely with public and regional institutions to help them respond to labor market demand—without compromising academic mission or institutional identity.
Under Leoni’s leadership, Ziplines has become a trusted ally to universities navigating the growing pressure to adapt at the speed of work. Her work focuses on equipping learners with in-demand digital and workplace skills, while helping institutions remain essential engines of opportunity for the communities they serve.
In this conversation, Leoni reflects on what drew her to the intersection of education and innovation, how technology and AI are reshaping workforce preparation, and why confidence—not credentials alone—may be the most important outcome higher education can deliver next.
What first drew you to the intersection of education and innovation — and what gap did you see that led you to create Ziplines Education?
I grew up watching my mother work incredibly hard — and still have to fight for every opportunity.
She was smart, capable, and deeply committed to our family. And when she did have access to education — when the timing and support finally aligned — it changed what was possible for her. It opened doors, expanded her confidence, and created opportunities that simply hadn’t been available before. Watching that firsthand taught me the real power of education: not as a pause from life, but as something that can reshape a person’s trajectory when it’s accessible, relevant, and designed for the reality they’re living in.
‘…the real power of education: not as a pause from life, but as something that can reshape a person’s trajectory when it’s accessible, relevant, and designed for the reality they’re living in.’
As I built my own career, I started seeing that same pattern everywhere. The people who thrive aren’t the ones standing still — they’re the ones who stay curious, who keep learning, and who continue building new skills as work evolves. The challenge isn’t that talent is falling behind; it’s that lifelong learning has become essential to staying ahead in a world where the pace of change continues to accelerate.
Universities saw this too, especially public and regional institutions serving working adults and first-generation learners. They wanted to respond, but they were operating within real constraints: limited resources, long academic cycles, and a deep responsibility to protect their mission and brand.
Ziplines was built to meet that moment in collaboration with universities. We’re not here to replace institutions or tell them how to do their jobs. We partner with them to prepare learners for what work looks like next, translating real workforce demand into programs that universities can confidently put their name behind. When institutions are supported to move with speed and intention, learners are better equipped to grow alongside a changing economy.
You’ve built teams and businesses across startups and global brands — what lessons from those experiences most shaped how you lead in edtech today?
The biggest lesson is that leadership is a team sport, and I learned that early on playing sports.
As a Division I athlete, I experienced firsthand how much trust, preparation, and shared accountability matter. One of the defining moments of my life was hitting the home run that sent our team to the College World Series. I remember the swing like it was yesterday. But what stays with me is everything that came before it — the teammates who got on base, the coaches who prepared us, the team cheering me on, helping build up my confidence.
That moment taught me something I still carry today: success is never about a single person. You don’t win alone. You don’t lose alone. And leadership means creating the conditions where everyone can show up ready when it matters.
The second lesson is that authenticity and transparency are real advantages. People can feel when you’re acting versus when you’re building something real. At Ziplines, there’s no work persona — what you see is what you get. We debate openly. We challenge ideas. We move fast because no one is wasting energy pretending to be someone they’re not.
And finally — I’m an operator. I care deeply about measuring what actually works. That’s the lens I bring to edtech: solve real problems, for real institutions, with outcomes you can stand behind.
‘I care deeply about measuring what actually works. That’s the lens I bring to edtech: solve real problems, for real institutions, with outcomes you can stand behind.’
Ziplines partners with colleges and universities to close the gap between education and employment — what have you learned about what each side needs most from the other right now?
Universities need partners who respect their mission and protect their brand. They’re under pressure to innovate, but they don’t have unlimited faculty bandwidth or years to experiment. What they want is speed, credibility, and confidence that what they launch truly aligns with employer demand.
Employers, on the other hand, are clear. They need people who can use modern tools aligned with critical-thinking capabilities — AI, data, and digital workflows — on the job tomorrow. They’re not asking for theory. They’re asking for capability.
Ziplines sits in the middle. We translate what employers actually need into programs universities can stand behind — programs that build confidence, not just credentials. When that connection works, learners win, institutions win, and communities win.
Where does technology — and increasingly AI — fit into your vision of preparing learners for the modern workforce?
AI isn’t something you learn about. It’s something you learn to use. That distinction matters.
The people who will thrive aren’t the ones with the most impressive titles — they’re the ones who know how to apply AI responsibly to real problems. And the universities that will thrive are the ones embedding that practice across programs, not treating AI as a standalone trend.
At Ziplines, AI shows up everywhere — practical, contextual, and grounded in real workflows. Not fear-driven. Not hype-driven. Learners tell us that exposure doesn’t just give them new skills — it gives them confidence. And confidence is the real unlock.
As you scale Ziplines, how do you balance growth with mission — ensuring that impact doesn’t get lost in expansion?
I think about this constantly. Growth matters only if it’s tied to the right outcomes and we’re creating value for all our partners and learners.
Our mission is simple: help people gain the digital skills and experience they need to thrive in careers they care about. That doesn’t scale through catalogs or volume. It scales through partnerships—staying deeply aligned with the universities that serve as engines of mobility in their regions.
We pressure-test ourselves all the time:
- Are we building confidence, not just delivering content?
- Are completion and engagement rates staying high?
- Are universities proud to put their name on what we build?
Our mission isn’t a statement on a wall. It’s a daily discipline.
Looking ahead, what do you see as the defining qualities of the next-generation learner — and how is Ziplines helping shape that future?
Next-generation learners aren’t defined by age. They’re defined by urgency.
They know careers aren’t ladders anymore. They’re a series of jumps — ziplines. Many are working adults balancing jobs, families, financial pressure, and ambition. They don’t need education that adds friction. They need education that respects the complexity of their lives.
‘Many are working adults balancing jobs, families, financial pressure, and ambition. They don’t need education that adds friction. They need education that respects the complexity of their lives.’
What they want isn’t a shiny credential. They want help taking the next leap with confidence.
Our job is to build programs that honor that reality — applied, flexible, community-driven, designed with industry — and to deliver them through universities that learners already trust.
You describe yourself as a “builder.” What are you building next — for learners, for institutions, and for yourself as a leader?
For learners, we’re building pathways that feel less like detours and more like fuel — short, focused programs tied directly to what the economy is demanding right now, paired with the confidence to actually use those skills.
For institutions, we’re building capacity. The ability to adapt quickly. To stay essential to their regions. To serve learners they’ve always cared about but haven’t always been able to reach.
And for myself, we’re building a company that’s not just successful — it’s sustainable. A place where authenticity isn’t a value statement, it’s the default. And proof that you don’t have to fit the stereotypical founder mold to build something that really matters.
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Victor Rivero is the Editor-in-Chief of EdTech Digest. Write to: victor@edtechdigest.com
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