𝐖𝐚𝐧𝐠𝐝𝐢𝐜𝐡𝐨𝐞𝐥𝐢𝐧𝐠 𝐒𝐜𝐡𝐨𝐨𝐥 𝐑𝐞𝐯𝐢𝐯𝐞𝐬 𝐄𝐜𝐨 𝐏𝐨𝐧𝐝 𝐅𝐨𝐫 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐀𝐧𝐝 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭

…𝒊𝒏𝒊𝒕𝒊𝒂𝒕𝒊𝒗𝒆 𝒄𝒐𝒎𝒃𝒊𝒏𝒆𝒔 𝒉𝒂𝒏𝒅𝒔-𝒐𝒏 𝒆𝒅𝒖𝒄𝒂𝒕𝒊𝒐𝒏, 𝒆𝒏𝒗𝒊𝒓𝒐𝒏𝒎𝒆𝒏𝒕𝒂𝒍 𝒄𝒐𝒏𝒔𝒆𝒓𝒗𝒂𝒕𝒊𝒐𝒏, 𝒂𝒏𝒅 𝒄𝒂𝒎𝒑𝒖𝒔 𝒃𝒆𝒂𝒖𝒕𝒊𝒇𝒊𝒄𝒂𝒕𝒊𝒐𝒏

By Leki Chungdon

Wangdichoeling Lower Secondary School has embarked on a meaningful initiative to revive its long-neglected eco pond, turning it into a vibrant space for both environmental education and campus beautification. The restoration work, which began recently, is now taking shape with strong support from the Bumthang Dzongkhag Administration, the Education Office, and the District Education Officers (DEOs). Once completed, the eco pond will serve as a “living classroom,” offering students hands-on learning experiences about local biodiversity, aquatic life, and the importance of conservation. School officials said the project aims to blend natural beauty with environmental awareness, helping students develop a stronger connection with nature while learning about ecological balance.

“Our eco pond will not only enhance the school’s landscape but also become an outdoor learning space where students can explore, observe, and understand environmental systems,” a teacher said.

The school community has expressed deep gratitude to the Dzongkhag Administration, the Education Office, and the DEOs for their continued guidance and encouragement. Special appreciation was also extended to the teachers and staff who devoted their Saturday to restoring the pond. Their teamwork and dedication have played a key role in bringing the project to life. Once fully revived, the eco pond is expected to support various educational activities, including environmental clubs, science projects, and awareness programs that promote sustainability and conservation among students.

Jamtsho, the Principal, said, “We had planned this project earlier, but due to a lack of budget and time, we couldn’t carry it out properly. This year, as part of our school’s activities to commemorate the 118th National Day in Bumthang, we proposed the initiative again and received some funding for materials and labor contributions from the school staff. Subjects such as Social Studies, Science, and others can now use the pond area as a space for place-based education, where students can study and solve questions in groups through observation and hands-on learning. The pond provides a natural setting that enhances classroom lessons with real-life experience.”

He added that most of the budget is allocated for collecting materials and transportation. Since the work is mainly done by staff, it is usually carried out on weekends or holidays, particularly on Saturdays. However, as the staff are not skilled laborers, the work tends to take more time and may sometimes compromise on quality. Major maintenance is not required. Only the continuous flow of water and fencing need regular upkeep, which can easily be managed by the school caretakers. The necessary expenses for this can be covered through the School Development Fund.

“The project has several positive impacts on students like Environmental Awareness; Students gain knowledge about ecosystems, biodiversity, and water conservation, which helps foster a sense of responsibility toward nature. Hands-on Learning; The pond serves as a living laboratory for science lessons, allowing students to observe aquatic plants and insects directly, making learning practical and engaging. Value Education; It promotes values such as environmental care, teamwork, and sustainability. The initiative also benefits the community by adding both aesthetic and recreational value. It enhances the beauty of the surroundings and creates a pleasant space for the community. Moreover, it brings people together through activities like cleaning, planting, and maintaining the pond, strengthening community vitality and cooperation,” he said.

Pema Thinley, a teacher, said, “All the staff actively participated in the restoration work, contributing both physical and technical support. Along with the students and support staff, teachers worked together to clean the area, gather materials, plant vegetation, and construct safety barriers. It was an incredible experience- deeply inspiring to witness the sense of community, cooperation, collaboration, and environmental responsibility that emerged through the project. This initiative truly reflects the country’s Gross National Happiness (GNH) philosophy by promoting environmental conservation and community vitality. It also embodies the Bhutanese values of tha-dam-tshi (loyalty) and ley-jum-drey (cause and effect), demonstrating that collective effort leads to positive outcomes.

The eco pond will serve as a living classroom across multiple subjects. In Science, students will be able to observe and study ecosystems, water cycles, and aquatic life. In Geography and Social Studies, the pond can be used to discuss topics such as land use, local biodiversity, and sustainable resource management. Mathematics lessons can incorporate measuring the pond’s dimensions or graphing data on plant and animal growth. Similarly, in English and Dzongkha, students can write reflections, poems, or reports about their experiences with the pond. This cross-curricular approach supports experiential learning and fosters environmental stewardship.”

He added that the eco pond provides students with real-life experiences of natural ecosystems. By observing water plants, birds, and insects, they gain a deeper understanding of biodiversity, water quality, and the balance of nature. Regular maintenance of the pond also instills a sense of ownership and responsibility among students, reinforcing environmental ethics that align with the national vision of living in harmony with nature. This initiative created a setting where teachers and students collaborated in the planning, restoration, and maintenance of the eco pond, nurturing a strong sense of teamwork. Working toward a shared goal encouraged communication, cooperation, and mutual respect- core values of Bhutanese education. It also deepened environmental awareness, helping participants develop a stronger appreciation for sustainability and the importance of caring for the land. The project not only strengthened community bonds but also showed that meaningful environmental action begins within one’s own school and community.

Kinzang Wangchuk, the District Education Officer (DEO), said, “The Dzongkhag Administration, Education Office, and DEOs were guided by a shared vision of nurturing sustainable citizenship and environmental stewardship among students. Recognizing schools as powerful agents of behavioral change, the administration supported this initiative to promote sustainability, civic responsibility, and experiential learning on climate change. Such initiatives also contribute directly to maintaining the Dzongkhag’s clean and green image, aligning with national priorities for environmental conservation and holistic education. This project is closely tied to the Dzongkhag’s broader goal of integrating environmental values into education and building eco-conscious communities.

The Dzongkhag has long emphasized education that extends beyond academics, focusing on character formation, community engagement, and sustainable living. By involving students and schools in this project, the Dzongkhag strengthens its commitment to the National Education Policy and Gross National Happiness, in which environmental conservation is a fundamental pillar.”

He added that across the district, several schools are being encouraged to initiate similar green and community-based projects, including school beautification, waste management, greening programs, water source protection, and climate change awareness activities. The Education Office continues to advocate for holistic approaches and the exchange of best practices among schools to ensure the sustainability and scalability of these initiatives. Integrating environmental learning into the daily curriculum is essential, as it nurtures awareness, responsibility, and lifelong environmental values, particularly in understanding the concepts and impacts of climate change.

When environmental themes are woven into lessons, projects, and daily routines, students develop both a practical understanding and a deeper empathy for nature. This approach not only enhances academic learning but also helps cultivate informed, ethical citizens who can make responsible decisions for a sustainable future. Schools, therefore, play a pivotal role in translating national environmental aspirations into everyday action.

Kunzang Dema, a student, said, “I think the revival of our school’s eco pond is a wonderful initiative. It shows that our school genuinely cares about the environment. Even though the project is still in progress, we can already see how it will make our school more natural, peaceful, and vibrant. It’s exciting to see life returning to the pond once again.

As students, we plan to take care of the pond by keeping it clean, planting greenery around it, and ensuring the water remains clear. We also intend to observe the plants and animals that inhabit the area and use the pond as a resource for our science lessons. Working together to maintain it will help us learn teamwork, responsibility, and care for nature.
She added, “Through this project, I’ve realized that even small efforts can make a meaningful difference for the environment.

The eco pond teaches us that every living organism even tiny insects or plants play an important role in maintaining ecological balance. It also reminds us that nature is something to be protected and respected, not just used. It feels truly inspiring to see our school becoming greener and more environmentally conscious. The eco pond brings life, beauty, and a sense of calm to our surroundings. I feel proud to be part of a school that values environmental protection and contributes to making the country cleaner and more eco-friendly.”