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Paper short abstract:

This paper delves into educational paradigms in Dolpo, Nepal, highlighting the unique context of one of the world's highest schools, operated by volunteer teachers.

Paper long abstract:

Unlike conventional academic-centric approaches, Dolpo's winter schools prioritize experiential learning deeply rooted in the natural environment, fostering holistic development and environmental stewardship. Situated amidst the towering peaks of the Himalayas, Dolpo faces geographical and logistical challenges, making access to education difficult. Yet, the commitment of volunteer teachers ensures educational continuity despite harsh winter conditions, embodying resilience and community spirit.

These winter schools serve as bastions of cultural preservation, transmitting indigenous knowledge and values to younger generations. They install in students a profound connection to their surroundings, nurturing environmental consciousness and a sense of responsibility towards their fragile ecosystem. By immersing students in place-based education, these schools cultivate a deep appreciation for their cultural heritage and the importance of sustainable living practices.

Despite resource constraints and logistical hurdles, Dolpo's winter schools exemplify the power of community-driven initiatives in promoting education and sustainable development in remote mountain regions. The study advocates for greater recognition and support for such initiatives, emphasizing their vital role in preserving cultural identity, fostering environmental stewardship, and mitigating rural depopulation. By harnessing indigenous cosmovisiones and experiential learning, these schools offer a compelling model for holistic education aligned with Agenda 2050 goals of global sustainability.