Centuries-old pedagogical traditions have shaped the education scenario in the heart of Kathmandu, where a quiet, powerful revolution is underway. This new generation of educators, aged 18 to 25 years, is challenging entrenched norms and preconceived notions about education by infusing debate, critical thinking, and creativity into the classrooms. These young changemakers act as catalysts for transformative classroom experiences and they equip students with the wherewithal to question, analyze, and express themselves confidently.
Standing in the vanguard of this movement is Debate Network Nepal, a youth-led organization championing a culture of inquiry and intellectual engagement since 2013. DNN has been able to empower educators to go beyond rote memorization and passive learning. By incorporating debate and discussion into daily lessons, these programs encourage students to think for themselves, express their opinions, and engage critically with the world around them.
State of Nepal’s education
Nepal’s strict and inflexible education system is often blamed for its rigid curriculum, low student engagement and massive dependence on rote-learning and memorization. The traditional classrooms emphasize a lot on fact recall and repetitive learning which comes at the cost of problem-solving capacity, critical thinking and effective communication. Consequently, students despite graduating hold limited ability to apply knowledge in real-world scenarios or engage in critical discussions.
According to a 2019 UNESCO report, nearly half of Nepalese students struggle with reading comprehension by the time they reach secondary school, and only 17% of Grade 10 students showed proficiency in critical thinking and problem-solving skills in the National Assessment of Student Achievement (NASA) 2021. Even though 76% of students are literate, many of them graduate from school lacking in critical thinking, debating, or analytical skills, which limits their ability to handle challenging social and economic issues.
As a response to these systemic shortcomings, national-level organizations like Debate Network Nepal (DNN) are inseminating structured argumentation and critical thinking into everyday classrooms. DNN was founded in 2013 with the vision of institutionalizing debate culture in Nepal. DNN facilitates programs like Tarkshala- The School of Argumentation and Adjudication and Debate is Cool. DNN is providing educators and students alike with the opportunity to create and indulge in a lively environment where debate, logic and intellectual challenge are highly valued.
Educators at DNN strongly believe that the power of debating extends beyond the limited and narrow walls of classrooms and debate competitions. Debating is perceived as a crucial skill in order to navigate the confusions and conundrums of a rapidly changing world. Debating empowers students to challenge the status quo, fight heads-on with inherent assumptions and appreciate diverse perspectives. Debate also helps to foster an environment where informed decision making is done through critical and creative thinking. DNN acknowledges that the art of debating begins when one starts to accept that, ‘we can be wrong and we often are.’ Debating instills this mindset that advocates for openness, adaptability and continuous learning.
Debating and debate education goes beyond mastering a skill; it is rather about questioning, analyzing and improving societal structures. It is evident that the quality of democratic engagement in Nepal is fragile and institutions desperately need strengthening. DNN is working to democratize access to debate education.
DNN as an entity is dedicated to train young and clairvoyant thinkers and advocates. This not only facilitates the shape and build of future leaders but is also enabling a broader population to critically analyze the evolving landscape of Nepalese governance and democracy.
Since Nepal has transitioned into a federal democratic republic, DNN’s thematic areas— Democracy, Empowerment, Base Building, Advocacy, Tournament and Education have become even more necessary. DNN through its educational programs such as Debate Aadhar, Debate is Cool and KoseDhunga understands the urgency for critical discourses, dialogues and debates on democracy, economic development, gender equality, climate change, and more. DNN ensures the accessibility of these debates to people from all walks of life, including marginalized groups.
The organization’s approach is very all-encompassing. One one hand it trains young people, on the other hand, it also advocates for systemic change in the structure of Nepal’s education system. Through its flagship tournaments such as MahaKumbha National Schools and Rastra Bahas and its outreach programs, DNN is working to establish a national debate culture, furthering Nepal’s representation in international tournaments and debating circles. Students are better able to tackle global issues and challenges. DNN continues to challenge outdated norms and values in Nepal’s education system. It envisions a culture of critical thinking and debate so that a more intellectually engaged, informed and empowered generation of Nepalese youths can be created. Through its various events and programs, DNN is making sure to build a future where students are active participants shaping their own futures and the country’s destiny rather than just passive recipients of knowledge that has no pragmatic implication.
Shuvam Bikram Shah, Minerva CO Karki, and Sashank Joshi are among the changemakers in this group who are redefining teaching methodologies through student-centered and interactive approaches. Ideas are encouraged, curiosity is stoked, and conventional teacher-student hierarchies are rethought in their classrooms. These teachers are helping to create a new paradigm for education that emphasises participation, critical thinking, and innovative problem-solving by promoting discussion and giving students a platform to express their opinions.
Their efforts point to a larger shift in Nepal’s educational system that goes beyond specific classrooms. Students who feel more involved, self-assured, and equipped to handle a world that is becoming more complicated are clearly the results of their efforts. As this movement picks up steam, it poses important queries regarding Nepal’s educational future: Can systemic barriers be overcome by such grassroots efforts? How can educational institutions encourage and maintain these cutting-edge methods of instruction?
This feature documents a period of significant transformation in education, where learning is becoming more participatory, inclusive, and empowering, through the narratives of these young educators. These trailblazers are demonstrating that a classroom can serve as more than just a location for instruction in a nation where traditional rote learning has long been the norm.
Shuvam Bikram Shah’s journey into the world of teaching is rooted in a deep-seated desire to give back to the community that shaped him. For Shuvam, education has always been more than a career—it is a calling fueled by the transformative power of critical thinking, debating, and public speaking, skills he was fortunate enough to acquire during his formative years. These tools not only equipped him to navigate the world with confidence but also ignited a passion to empower others with the same opportunities.
Reflecting on his early motivations, Shuvam says, “I wanted to expand the horizon of this opportunity and help students navigate these skills from a young age.” This drive to cultivate young minds, to not only impart knowledge but to foster essential life skills, became the cornerstone of his teaching philosophy. He believes that the sooner students are exposed to critical thinking and effective communication, the better prepared they are for the complex world they will inherit.
Shuvam’s connection with Debate Network Nepal (DNN), an organization that would later become integral to his journey, dates back to 2017. At the time, he was a ninth-grade student, participating in a debate competition co-organized by DNN. It was at this event that Shuvam first encountered the power of structured argumentation, a formative experience that left a lasting impact on him. He quickly recognized the value of debate as a vehicle for developing critical thought, sharpening communication, and building confidence—skills he wished to pass on to others.
After completing his secondary education, Shuvam was eager to take the next step in his mission to teach. He joined DNN as an intern, initially stepping into the organization with a sense of curiosity and a desire to learn. However, his dedication and natural aptitude for the art of teaching soon shone through, leading him to take on progressively more significant roles. From teacher to trainer, Shuvam immersed himself in the world of education, facilitating workshops, guiding students through debates, and helping them hone their rhetorical skills.
Each role he undertook allowed him to refine his approach to teaching. Whether working directly with students or leading workshops for teachers, Shuvam’s commitment to fostering an environment that encourages critical thinking and self-expression remained constant. His journey through DNN is not just a professional trajectory; it’s a testament to his unwavering belief in the potential of young people and his commitment to helping them unlock their own potential.
Today, Shuvam stands as a respected educator and mentor, using the platform he has built at DNN to inspire a new generation of students and teachers alike. Through his work, he continues to expand the horizons of education, instilling in his students the skills they need not only to excel in debate but to thrive in life.
Shuvam Bikram Shah’s teaching philosophy revolves around one core principle: fostering independent thinking. For him, education is not about rigidly imparting pre-determined knowledge but about empowering students to think critically, question assumptions, and create new perspectives. Instead of imposing structured methodologies that confine students to predefined pathways, Shuvam encourages an approach that champions exploration and discovery.
“I choose a theme and let them come up with all possible cases within that theme,” Shuvam explains. “Only after this exploration do we discuss principles, history, and current trends.” This method reflects his belief that true learning comes not from a passive reception of facts, but from active engagement with ideas. By allowing students the freedom to explore a given theme from multiple angles, Shuvam fosters a sense of ownership in their learning process. It is a model of inquiry where exploration precedes explanation, giving students the space to form their own conclusions before they are introduced to established theories and concepts.
This approach helps students break free from conventional, often restrictive, thought patterns. In doing so, Shuvam’s students are able to transcend rote memorization and develop deeper, more nuanced analyses of the topics they encounter. By confronting students with complex issues and giving them the freedom to navigate through them, Shuvam enables them to cultivate innovative ideas that may otherwise be stifled in a more traditional classroom setting. It is a practice that challenges the status quo and encourages students to reimagine the world around them.
Creativity plays a pivotal role in Shuvam’s teaching methods. One exercise he employs involves encouraging students to identify personal frustrations or challenges they face in their daily lives and then build cases around those issues. Whether it is an obstacle they encounter at school, in their community, or in their personal experiences, Shuvam urges his students to explore these concerns from the lens of critical thinking. By grounding these exercises in real-world problems, he makes learning not just theoretical, but deeply personal and relevant.
This connection between critical thinking and students’ own lives enhances their engagement with the material, making the process of learning both meaningful and motivating. The exercise allows students to see the direct application of what they are learning in real-world contexts, thereby sharpening their problem-solving abilities. Additionally, by addressing personal frustrations, students develop an understanding of how they can propose solutions and take action, thus empowering them to tackle complex issues in their communities and beyond.
Shuvam’s teaching methods have not only honed his students’ analytical and problem-solving skills but have also inspired them to think strategically about real-world challenges. His practice exemplifies the belief that education is not merely about imparting knowledge but about nurturing thinkers capable of changing the world around them. Through his focus on creativity, exploration, and connection to real-life issues, Shuvam ensures that his students are not just learning—they are shaping the future.
Shuvam Bikram Shah’s teaching has made a profound impact on his students, yielding tangible results that reflect the success of his unconventional, student-centered approach. One of the most notable outcomes of his efforts is the increased confidence and articulate expression his students exhibit, particularly in the areas of debate and public speaking. The improvement is not merely academic but personal, as his students gain the skills to effectively communicate their ideas, present compelling arguments, and engage in meaningful discussions. This transformation in his students’ ability to express themselves is perhaps most evident in the way they approach competitive speaking events, where they consistently excel, drawing praise for their clarity, poise, and critical insight.
One memorable example of Shuvam’s lasting influence took place in one of his classes, where a group of seventh graders were preparing to teach debating skills to fourth graders. This exercise, which involved students passing on the very skills they had learned, exemplifies the ripple effect of Shuvam’s training. It is a testament to the empowerment he provides his students, enabling them not only to master complex skills but also to become teachers in their own right. By teaching others, his students solidify their own understanding while fostering a culture of collaboration and mentorship. This circular learning process further underscores the profound impact Shuvam has had in shaping a generation of young educators and leaders.
Moreover, Shuvam’s students have embraced the interactive and dynamic nature of his classes, which stand in stark contrast to traditional teaching methods that often prioritize passive listening. Shuvam’s sessions are structured around active participation, with students encouraged to ask questions, explore new ideas, and share their insights. This approach not only fosters deeper engagement but also makes learning more enjoyable and relevant to their everyday lives. His classes become forums for dialogue, debate, and discovery, where students are given the freedom to express their thoughts and challenge one another’s perspectives.
However, such an interactive approach does come with its challenges. Maintaining a balance between discipline and openness is an ongoing task for Shuvam. While he values an open, discussion-driven classroom, he recognizes the importance of establishing a framework within which students can thrive. To address this challenge, Shuvam sets clear boundaries and expectations for behavior while creating a friendly, approachable environment that invites students to feel comfortable expressing themselves. This balance ensures that his classroom remains both productive and welcoming, allowing students to flourish without losing sight of the importance of respect and focus.
Through his commitment to fostering independent thought, encouraging active participation, and maintaining a disciplined yet open environment, Shuvam has successfully shaped a learning culture that has had a lasting and positive impact on his students. His efforts have not only honed their skills but have also instilled in them a sense of ownership over their learning journey, helping them become confident, articulate, and empowered individuals ready to tackle the challenges of the world around them.
Minerva CO Karki’s path into teaching is deeply influenced by her own experiences as a student, particularly the impact of a young teacher who made learning feel both relevant and accessible. As she reflects on her journey, Minerva recalls the profound influence of her English teacher when she was in grade 8. This teacher, though inexperienced and uncertain about the future, created an environment of openness and relatability that resonated deeply with Minerva and her classmates. “When I was in grade 8, I had an English teacher who was just as unsure about the future as the rest of us. That relatability drew me into teaching,” she shares.
This connection with her teacher sparked a realization in Minerva about the power of relatability in the classroom. She came to understand that being a young teacher herself would allow her to connect with students in a way that older, more experienced educators might struggle to do. Her experiences highlighted that age was more than just a number; it was a key factor in building trust and fostering communication between teachers and students. By recognizing the shared uncertainties and challenges faced by both students and teachers, Minerva was able to see the potential for a more dynamic and mutual learning environment.
Minerva quickly embraced this understanding in her own teaching practice. As a young educator, she found that students were more likely to engage with her and share their thoughts when they saw her as someone closer to their age and more relatable. Her willingness to admit that she didn’t have all the answers created an atmosphere of authenticity, where both students and teachers were free to explore, learn, and grow together. This two-way learning process, where students were encouraged to teach as much as they were taught, became a cornerstone of her teaching approach. It was in this shared journey of discovery that Minerva believed the true potential for learning could be unlocked.
By embracing her own uncertainties and allowing her students to do the same, Minerva fosters a classroom environment where growth is a collective effort. This perspective, grounded in mutual respect and shared experiences, has shaped her into a teacher who not only instructs but also learns from her students. In bridging the gap between herself and her students, Minerva CO Karki has created an inclusive, nurturing space where both teacher and student can evolve side by side. Minerva CO Karki’s teaching philosophy is built around the principle of relatability, with a strong emphasis on humor and human connection. Unlike traditional educators who often maintain a rigid and authoritative persona, Minerva embraces a more approachable and personable style, breaking down the barriers between teacher and student. For her, the key to effective teaching lies in making the classroom a space where students feel seen, heard, and engaged—where learning can happen in a dynamic and enjoyable way.
“I make fun of myself. Teachers when I was younger were very rigid. They wouldn’t show their personalities,” Minerva explains. She recalls how her own perception of teaching shifted when she witnessed her math teacher outside the classroom. This teacher, who had once appeared serious and distant, became much more relatable in informal settings, making jokes and openly discussing his own life. “When I saw my math teacher outside the classroom, making jokes and talking about himself, it made learning fun. That changed my perception of what teaching could be,” she says. This experience deeply influenced Minerva’s approach, inspiring her to embrace a more human side of teaching, where humor and authenticity are at the forefront.
Rather than adhering to a strict, formal approach to teaching, Minerva integrates her students’ diverse interests into her lessons. Whether it’s anime, books, or personal experiences, she weaves these elements into her teaching to make the content more engaging and relatable. This personalized approach not only captures students’ attention but also helps them see the value of what they are learning in the context of their own lives. By acknowledging and incorporating their interests, Minerva fosters an environment where students feel empowered to participate and contribute.
One of the ways Minerva ensures that her lessons are relevant and impactful is by connecting academic content to real-world scenarios. When teaching communication, for example, she doesn’t just focus on theoretical concepts; she draws parallels to everyday interactions, helping students understand how the skills they are developing can be applied outside the classroom. By making these connections, Minerva ensures that her students don’t just memorize information—they understand its practical significance and how it can shape their interactions in the world beyond school.
Minerva’s approach to teaching transforms the classroom into a space where learning is fun, relatable, and meaningful. Her ability to balance humor, authenticity, and relevance ensures that her students not only acquire knowledge but also develop a genuine enthusiasm for learning. Through this engaging and human-centered approach, Minerva fosters a classroom environment where students are not just passive recipients of information but active participants in their own educational journey.
Challenges as young education
At just 19, Minerva has faced considerable challenges in her journey as a young educator, particularly the skepticism and doubt that often come from being so young in a profession traditionally dominated by older, more experienced teachers. “I am often the same age as the students my colleagues teach,” Minerva shares, reflecting on the initial hurdles she faced. “That makes me doubt myself sometimes,” she admits, highlighting the internal struggle of finding credibility and respect in a space where age and experience typically command authority. However, over time, Minerva has realized that her age is not a barrier but rather an opportunity for growth. Her presence in the classroom has introduced a refreshing perspective for older teachers, showing them that learning and teaching are not restricted by age. This realization reassures Minerva that she does indeed belong in these spaces, despite the doubts that may arise.
Another challenge Minerva has navigated is maintaining discipline while also fostering a classroom environment that encourages openness and creativity. In her early days of teaching, she grappled with finding the right balance between enforcing rules and creating an atmosphere of trust and communication. She found that taking a non-authoritarian approach helped her achieve this balance. “If students cross a line, I ask them how they would feel if I did the same. It helps them see things from my perspective,” she explains. By using empathy as a tool for discipline, Minerva encourages students to reflect on their actions and understand the consequences in a way that doesn’t feel punitive but instead promotes accountability. This approach has not only helped her maintain control of the classroom but also built a foundation of mutual respect between her and the students, allowing for a learning environment where both discipline and creativity can thrive.
For Minerva, the true measure of her success lies not in grades or accolades, but in the growth and confidence of her students. One of the moments she cherishes most was when a student reached out to her after class, seeking advice on how to deliver a whip speech. “He searched for me on Facebook and messaged me about how to deliver a whip speech. That was a big moment because it showed he saw me as approachable and trustworthy,” Minerva reflects. This simple act of reaching out was a testament to the trust she had built with her students. It reinforced her belief that her role as a teacher extends beyond just imparting knowledge—she is also someone her students can turn to for guidance, even outside of the classroom.
Another success story that stands out to Minerva is that of a student who initially struggled with debate but found a deep passion for feminism through her mentorship. “He didn’t just take my word for it; he sought out other women’s perspectives and engaged deeply with the topic. Seeing that kind of growth was incredibly rewarding,” she says with a sense of pride. This student’s journey was not just about improving debate skills, but about developing critical thinking and the ability to question and explore new ideas. Minerva’s guidance helped this student engage in broader conversations, shaping not only his academic development but also his personal growth and worldview. For Minerva, witnessing such transformations is the most rewarding part of teaching—knowing that her influence has sparked a deeper understanding and curiosity in her students.
Debate and critical thinking
At just 22 years old, Sashank Joshi is redefining what it means to be a teacher. As someone who’s been actively involved with Debate Network Nepal (DNN) for over seven years, his journey as a young educator and debate enthusiast is both inspiring and thought-provoking.
What inspired him to teach at a young age? Sashank’s passion for teaching was sparked during his school days when he participated in workshops conducted by young trainers from Debate Network Nepal. “I used to think teaching was reserved for older, experienced individuals,” he shares. However, witnessing people his age—or even younger—teach debate, argumentation, and critical thinking shattered that notion.
“It wasn’t just their knowledge,” he explains, “but how they communicated it in such a relatable and engaging way. It made me realize that if you have enough knowledge and can convey it effectively, age doesn’t matter.” This realization, combined with the impact young trainers had on shaping his own personality, inspired Sashank to embrace teaching early on.
Sashank’s journey with DNN began in 2017 when the organization introduced a foundational debate workshop at his school, Nkissing Memorial EPS. Before this, he was familiar with traditional debate formats that often emphasized volume over substance. However, DNN’s workshop on parliamentary debating opened a new world of structured arguments, critical analysis, and effective communication.
He recalls participating in the Rato Bangala School Debates shortly after, which marked his formal entry into the debate world. From that point on, he became an integral part of DNN, immersing himself in its programs and philosophy.
Teaching wasn’t as straightforward as Sashank initially imagined. He faced challenges in adapting his communication style to suit diverse learners. “How I understand a concept isn’t necessarily how others will,” he notes. Crafting lessons that resonated with students and met learning objectives required time and experimentation.
Additionally, his age posed unique challenges. “When you’re close in age to your students, especially teenagers, establishing authority can be tough,” he admits. Overcoming this required balancing friendliness with professionalism and creating a classroom environment rooted in trust and mutual respect.
Another hurdle was bridging the skill gap between knowing content and delivering it effectively. “Communicating passion for a subject and ensuring students feel that same enthusiasm isn’t easy,” he says. These challenges, however, shaped him into a more empathetic and dynamic teacher.
Sashank’s teaching approach diverges from traditional methods in several ways. At its core is the concept of emotional leadership, where he prioritizes building secure and trusting relationships with students. “Fear-based accountability only leads to temporary results,” he explains. Instead, he fosters a classroom culture where students feel safe to express themselves and actively participate.
He also emphasizes flexibility in lesson planning. “Before starting any session, I conduct an expectation-setting activity to align my objectives with what students want to learn,” he shares. This collaborative approach ensures that lessons are both engaging and meaningful.
Interactivity is another cornerstone of his teaching philosophy. Whether through group discussions, collaborative projects, or debate prompts, Sashank ensures students are active participants in their learning journey.
For Sashank, debate and critical thinking are invaluable tools in education. They encourage students to probe ideas, analyze scenarios, and reduce uncertainties in their learning process. By teaching students to ask “what,” “why,” and “how,” he helps them build stronger arguments and evaluate multiple perspectives.
He views debate not as an end goal but as a medium to foster inclusivity, confidence, and peer-based learning. “In a debate-driven classroom, students don’t just share ideas—they refine each other’s thoughts and articulate them effectively. It’s a collaborative process that enhances critical thinking skills.”
Sashank’s approach to creativity revolves around understanding his audience. For younger students, he taps into trends and cultural phenomena relevant to their lives, ensuring lessons feel relatable and engaging. For older learners, such as aspiring politicians, he incorporates real-world case studies and scenarios.
“I adapt my teaching materials based on who I’m working with,” he explains. This flexibility keeps his sessions dynamic and ensures students remain motivated to learn.
Sashank Joshi’s journey as a young teacher and debate trainer showcases the transformative power of debate and critical thinking in education. His innovative methods and unwavering dedication to his students are proof that age is no barrier to making a meaningful impact in the classroom.
By inspiring confidence, curiosity, and collaboration, Sashank is not just teaching—he’s shaping the next generation of critical thinkers and changemakers.
Future for Nepal
Nepal is embarking on a journey to modernize its education system. In this process, young educators like Shuvam, Sashank and Minerva are spearheading the movement that challenges conventional methods of teaching and learning. These young educators are passionate about classrooms that are prioritising discussions, critical thinking and the development of active and engaged citizens. Rather than sticking to the traditional approach to education that just emphasized on delivering content, they want to instil independent thinking in students, so that they can challenge assumptions and actively contribute to a democratic society.
Their teaching philosophy is driven by the belief in the power of debate, dialogue, and discourse. Not only does this nurture self-confidence but also an openness to diverse perspectives. Organizations like DNN have demonstrated that engaging in a structured debate makes students confident in articulately presenting their ideas and being more receptive to understanding opposite viewpoints. Students then are exposed to an environment where various ideas can be tested and refined, encouraging them to further think critically and become well-rounded individuals. If we are able to expand these programs across more educational institutions in Nepal, we will develop the potential to revolutionize the education landscape, ensuring that students gain the necessary skills and mindsets to face the challenges of the future.
The young educators leading this transformative movement are doing far more than simply teaching academic subjects—they are reshaping how students learn and think. By fostering a culture of inquiry, empathy, and dialogue, they are cultivating the critical thinking skills that will serve students well in every aspect of their lives. The work of these educators, supported by initiatives like Debate Network Nepal, is laying the groundwork for a more equitable, dynamic, and forward-thinking education system in Nepal.
As the classrooms of Nepal evolve into spaces of active learning and critical engagement, the impact of these efforts will extend far beyond school walls. The young minds shaped by this new approach to education will grow into informed, confident, and thoughtful citizens—leaders who will be instrumental in shaping Nepal’s future. This movement is not just about teaching students; it is about preparing them to lead, question, and build a more just and prosperous nation.
Mimamsha Dhungel is a Journalism and English Literature graduate with experience in media, research, and communications.
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