Spiritual Calling of an IT Guy

Numerous universities have continuously delved into emerging technologies, adapting to the rapidly changing requisites of the 21st-century global landscape. The advent of online courses such as MOOCs, Edx, and Coursera, enabling worldwide student participation and learning, stands as a tangible outcome of seamless technology integration. These open educational resources have proven invaluable for educators and learners worldwide, facilitating sustained engagement in teaching and learning even amidst the challenges posed by the COVID-19 pandemic.   While the Royal University of Bhutan (RUB) adopted a virtual learning environment (VLE) technology across its constituent colleges as early as 2008, the full exploitation of VLE's features for course instruction had not been optimally realized, not even during the pandemic-induced circumstances. This gap persists despite over a decade of VLE availability, as observed by Pem et al. in 2021.   With the issuance of the Royal Kasho on Edu

The Royal decree concerning education has ignited a pressing need for comprehensive reevaluation of our educational framework, including the role of teacher preparation colleges. The explicit proclamation underscores the escalating prominence of technology, projecting a future profoundly shaped by intricate digital advancements. In response, a recalibration and reengineering of educational practices become imperative, as the methods of teaching and learning demand a contemporary overhaul.   The trajectory of Bhutanese education's evolution mandates a prominent role for cutting-edge elements like artificial intelligence (AI), augmented and virtual reality (AR & VR), the Internet of Things (IoT), coding education, and automation. These facets should stand as the core tenets of classroom interactions, effectively revolutionizing the teaching and learning landscape. Acknowledging the pivotal influence of teacher education, the imperative to reshape educational methodologies becom

Following the issuance of the Royal Kasho on Education Reform on December 17, 2020, Samtse College of Education, aspiring to be a crucible of innovation and a nucleus of educational change, stands poised to assume a pivotal role in driving substantial educational advancements and reforms. Since its establishment as the Teacher Training Institute by the late Third Dharma King, His Majesty Jigme Dorji Wangchuk, on May 29, 1968, the college has ardently contributed to the realization of the nation's educational aspirations. Despite the myriad educational evolutions and strides over the past six decades of developmental endeavors, the current education system has been subjected to scrutiny, deemed insufficient to adapt to the rapidly evolving needs and demands of 21st-century Bhutan.   The Royal Kasho on Education Reform articulates a definitive shift in the vision for Bhutanese education, emphasizing the creation of enlightened citizenship that harmonizes local and trans-local ele

The two-week immersion program at Druk Gyalpo Institute stands as the most remarkable experience in my journey, particularly due to its profound discussions on truth, beauty, and values. These dialogues encompass the essence of wisdom—a vision I have long held for our education system since my school days. Now, this vision has been realized by DGI, and I firmly believe that the majority, if not the entirety, of the education community will embrace this educational philosophy, approach, and methodology. As we begin to introduce this "BB" program to 22 schools and two educational institutions, I earnestly appeal to both external experts and ourselves to not only serve as intellectual and vocal exemplars but also as paragons of conduct. For me, conduct takes precedence, given the prevalence of educators who excel in rhetoric but fall short in comportment. Thus, vigilance over our actions is essential, aligning them with the principles of the BB philosophy, approach, and practi

On the tenth day, a comprehensive exploration of learning and assessment within four distinct domains—English, Mathematics, Dzongkha, and Life Science—unfolded. Intriguingly, despite the diversity of these domains, they shared overarching strategies to facilitate student learning and evaluate their progress. Nevertheless, subtle differences arose, primarily stemming from the unique attributes of each domain. For instance, the English domain concentrated on practical language usage in work settings. In contrast, Dzongkha sought to cultivate an appreciation for our cultural heritage and traditions, while also nurturing ethical conduct. Meanwhile, the Mathematics domain aimed to demystify complexities by rendering them into more accessible forms through visual representations. Furthermore, these domains displayed evidence of cross-pollination, as seen through the interwoven threads of the "7 gifts." This interconnectedness enhanced their potency and impact. Throughout the pr

While numerous discussions transpired on the eighth day, I found the sessions led by Mr. Sonam Penjor and Mrs. Madu on Technology to be particularly pertinent to my field of study. In my college, we prepare future IT teachers who possess the proficiency to adeptly teach and assess Information and Communication Technology to students ranging from class VII to XII in secondary schools. After immersing myself in their insights about fostering technological literacy among learners, several key points stood out to me. One significant takeaway is the notion that the journey of learning technology should be anchored in the context of each individual's aspirations and passions, rather than relying solely on conventional teaching methods. This approach aligns technology education with the pursuit of one's dreams, prompting students to delve into various technological topics outlined in the curriculum framework as they work towards manifesting their passions. Otherwise, these aspiratio

Reflecting on the insights garnered from the sessions on the ninth day, I've captured several significant points. Firstly, within the context of BB, the motherboard emerges as the central platform for learner assessment and reporting. During the presentation, I encountered features like roadmaps, assessment reports, and reflections. It's noteworthy that additional relevant assessment attributes may be incorporated in the future to address evolving needs. In the BB framework, the assessment journey embarks from collecting the learners' backstories and subsequently segues into roadmap assessments, which enable the monitoring of progress across the five development areas encompassing seven domains. Alongside these, personalized reviews and peer assessments also play a pivotal role, aligning seamlessly with the educational intent of BB. Moreover, the culmination of the assessment process involves utilizing a progress letter, statement of marks, student certificates, and pro

  Allow me to transport us back to the enlightening session facilitated by Mr. Arunji, focusing on holistic education. During this session, he guided us in delving into the depths of truth, beauty, and values, sparking contemplation and fostering a richer understanding of these subjects. Participants grappled with inquiries such as whether truth is an absolute concept and how beauty can be taught. Interestingly, the accurate responses to these thought-provoking questions tend to diverge from person to person, community to community, culture to culture, and even from generation to generation, depending on context, intention, and application. In my view, the key to approaching these questions with nuance is to activate the individual's Bayul or Primordial Wisdom. By holding this Primordial Wisdom in mind, it's worth examining the collective perceptions of truth, beauty, and values as embraced by both our King and our People in the present era, with the aim of cultivating a just

I wish to center my reflection on the impactful assertion made by Dr. Dorji Thinley: "If the fundamentals of the education system remain unchanged, any initiatives will fail." This statement holds profound significance and serves as a guiding principle in the ongoing process of education reform. It prompts us to recognize that numerous education reforms have been introduced in our educational landscape over the past few decades, such as the NAPE curriculum in the 1980s, the pursuit of a wholesome education system in the 1990s, the emphasis on educating for GNH in 2009, and the Bhutan Education Blueprint in 2014. However, it's evident that each of these initiatives did not endure as anticipated and did not fulfill their intended purpose. The presenter highlighted that the lack of a holistic perspective and the preservation of unaltered educational fundamentals were key reasons behind the limited success of prior reform endeavors. For instance, the NAPE education system c

While discussions encompassed diverse topics like educational systems and the creation of faculty assessment frameworks, I find it pertinent to center my reflection on the Emotional Areas of Development. Given the relatively modest population size of our country, dedicating attention to this aspect assumes paramount significance. The presenter highlighted the fact that approximately 50% of our nation's population falls below the age of 24—a segment poised to be the future leaders. Yet, unsettlingly, within this demographic, we encounter instances of suicide, mental health struggles, divorce, complacency, and challenges related to drugs and alcohol. It's clear that addressing emotional development is imperative in safeguarding our country's future. Neglecting to furnish our youth with essential emotional developmental support—ranging from self-leadership to cultivating trust, love, and compassion—jeopardizes the prospects of our nation. Engaging with the presenter's in

The concept of cross-pollination between diverse disciplines, which previously lacked formal integration within our education system, is now set to unfold. This innovation holds the potential to unravel solutions to an array of challenges encompassing people, ideas, and disciplines. As articulated by the presenters, certain existing practices, recognized as hindrances to the country's progress, include teachers in schools functioning in isolation and possessing fragmented comprehension of concepts—an issue that resonates even within our college setting. For instance, the teaching of IT has conventionally remained disconnected from subjects like English, History, and Geography. The presenters aptly highlighted that the whole exceeds the sum of its parts, emphasizing the inherent interconnectedness of everything. This notion holds true, indeed. Inspired by these insights, I am now contemplating the incorporation of cross-pollination concepts within my IT curriculum. To illustrate,

During the course of three sessions, the exploration delved into the realms of both physical and social development, ushering in a wealth of new knowledge for me. Within the sphere of physical development, a significant revelation emerged—that it stands as the cornerstone amidst various other facets of growth. As articulated by the speaker, "Physical health is not a mere choice, but an integral aspect of our existence." This realization has deeply resonated with me, influencing my own approach to well-being. Prior to my current engagement, I routinely engaged in a roughly 4-kilometer walk as part of my fitness routine. Furthermore, my dietary habits have also undergone a heightened sense of mindfulness. In amalgamating this focus on physical health as an element of holistic development, the trajectory towards a populace characterized by physical vitality seems promising.   Shifting our focus to the realm of social development, the importance of fostering self-awareness amon

The initial day of delving into the Bhutan Baccalaureate yielded enlightening insights. These encompassed its historical underpinnings, visionary outlook, conceptual framework, and strategies to disseminate its principles throughout the broader education landscape. Among the key lessons absorbed, one that resonated was the BB's intent to unearth the latent treasures within learners. This transformative journey aims to nurture them into productive and contributive members of the nation—a profound tenet of the Bhutan Baccalaureate. Another resonant realization was that the Pangbisa locale bears the blessings of Tertons, notably AP Gyeltshen. In light of these two profound principles encapsulated by the BB and the ethos it embodies, I am convinced that the BB's triumph in cultivating an equitable and harmonious society is inexorable. It is in alignment with this conviction that I have aligned myself with the BB team, working collectively to advance this program's reach acros