SASEP 2026 Reflective Journal – Final Day

Date: Tuesday, 7 July 2026

Venue: Founder's Hall, Paro, Bhutan
Programme: South Asian Science Education Programme (SASEP 2026)
Participant: Ugyen Dorji, Babesa Higher Secondary School, Bhutan

The final day of the South Asian Science Education Programme (SASEP) 2026 brought together all participants and facilitators in the Founder's Hall for a collaborative reflection and closing ceremony. Unlike the previous days, where participants rotated through different modules in smaller groups, the concluding day was designed as a collective learning experience that encouraged participants to synthesize ideas from all six modules completed during the programme. By the end of the training, each participant had successfully completed six professional learning modules comprising approximately 30 hours of intensive training, covering inquiry-based science, concept-based learning, critical thinking, STEM education, educational technology, and learner-centred pedagogy.

SASEP 2026 Reflective Journal – Day 3

Date: Monday, 6 July 2026

Venue: South Asian Science Education Programme (SASEP 2026), Paro, Bhutan
Participant: Ugyen Dorji, Babesa Higher Secondary School, Bhutan
Group: C

According to the official SASEP programme schedule, Group C attended Module 5 – Critical Analysis Workshop during Session 5 (9:30–11:30 a.m.), followed by Module 4 – Design, Technology and STEM Project-Based Learning during Session 6 (1:30–3:30 p.m.). During the late afternoon, Group C participated in the Panoptes Citizen Science Workshop, while Groups D–F attended the CERN Cloud Chamber workshop.

SASEP 2026 Reflective Journal – Day 2

 Date: Saturday, 4 July 2026

Venue: South Asian Science Education Programme (SASEP 2026), Paro, Bhutan
Participant: Ugyen Dorji, Babesa Higher Secondary School, Bhutan
Group: C

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Session 3 (9:30 a.m. – 11:30 a.m.)

Module 1

Building Learner-Centred Classrooms through Concept-Based Teaching

Facilitator: Dr. Avis Beek (Canada)

The second day began with one of the most inspiring sessions of the programme. Dr. Avis Beek introduced the philosophy of concept-based curriculum and instruction, emphasizing that education should move beyond memorization of facts towards helping learners understand transferable concepts that can be applied across disciplines and real-life situations.

She began by presenting the learning objectives of the session, which included understanding learner-centred environments, designing concept-based lessons, developing inquiry-based questions, creating a culture of thinking, and integrating interdisciplinary pedagogical strategies into classroom practice.

SASEP 2026 Reflective Journal – Day 1

Date: Friday, 3 July 2026

Venue: SASEP 2026
Group: C
Modules Attended: Module 3 (Morning Session) and Module 2 (Afternoon Session)

The first official day of the South Asian Science Education Programme (SASEP) 2026 commenced with participants rotating into their assigned modules. As a member of Group C, I began the programme with Module 3 during the morning session and attended Module 2 in the afternoon, as outlined in the official programme schedule.

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Morning Session (9:30 a.m. – 11:30 a.m.)

Module 3

Facilitator: Professor Joe (Los Angeles, USA)

The first learning session was intellectually stimulating and focused on Science as a Process rather than merely a collection of facts. Professor Joe emphasized that scientific knowledge develops through continuous observation, questioning, experimentation, and refinement of ideas.

He began by discussing the historical development of our understanding of the universe. The session explored the transition from the Earth-centred (Geocentric) Model to the Sun-centred (Heliocentric) Model of the solar system. Through this historical journey, he illustrated how scientific theories evolve when new evidence becomes available. One of the key concepts discussed was stellar parallax, which eventually provided strong evidence supporting the heliocentric model and disproved many limitations of the earlier geocentric belief.

Professor Joe stressed that science is self-correcting. Ideas that were once widely accepted can be replaced when better observations and stronger evidence emerge. This discussion reinforced the importance of evidence-based reasoning and critical thinking in scientific inquiry.

International Teacher’s Immersion Programme Report

Venue: Pandit Deendayal Energy University (PDEU), Gujarat, India

Duration: March 13–18, 2026

1. Introduction

The International Teacher’s Immersion Programme held at Pandit Deendayal Energy University was designed to enhance professional competencies of educators through exposure to innovative pedagogical practices, emerging technologies, and global educational perspectives. The programme provided a platform for collaborative learning, reflection, and professional exchange among educators.

Departure Note and Acknowledgement

 In the evening, participants departed in batches, with flights scheduled between 6:00 PM and 8:00 PM to Delhi via IndiGo. The onward journey continued to Kathmandu early in the morning at 6:00 AM on March 19, followed by the final leg to Paro, where we landed at 10:33 AM. From Paro, we proceeded to Thimphu. On the following day, a debriefing session was conducted at the Department of School Education Bhutan, after which participants departed to their respective residences.

Reflective Academic Journal: Day 5 – International Teacher’s Immersion Programme

 Date: March 18, 2026

Venue: Pandit Deendayal Energy University (PDEU), Gujarat

1. Introduction

Day 5 marked the final phase of the International Teacher’s Immersion Programme at PDEU. The day was both reflective and celebratory, focusing on the role of sports in education, the importance of school counselling, and the consolidation of learning through group presentations. The valedictory ceremony provided an opportunity to reflect on the overall experiences and professional growth achieved throughout the programme.

Academic Journal Report: Day 4 – International Teacher’s Immersion Programme

 Date: March 17, 2026

Venue: Pandit Deendayal Energy University (PDEU), Gujarat

1. Introduction

Day 4 of the International Teacher’s Immersion Programme at PDEU was intellectually stimulating and professionally enriching. The sessions focused on contemporary educational themes including the integration of artificial intelligence in education, enhancement of pedagogical practices through critical thinking frameworks, promotion of teacher wellbeing, and the importance of sustainability in schools. The day provided a holistic perspective on evolving teaching practices in the 21st century.

Academic Reflective Journal – Day 3

 Professional Sessions and Campus Visit at Pandit Deendayal Energy University

The third day of the academic program, held on 16 March 2026 (Monday), was conducted at the campus of Pandit Deendayal Energy University (PDEU) in Gandhinagar, Gujarat. The day was structured around a series of academic and professional expert lectures, followed by campus visits and interactions designed to expose participants to innovative educational practices, emerging technologies, and institutional management strategies.

Academic Reflective Journal – Day 2

 Visit to Swaminarayan Akshardham, Adalaj Stepwell, and Dandi Kutir Museum

On the second day of the academic visit, our group explored three historically and culturally significant sites in the state of Gujarat: Swaminarayan Akshardham, Adalaj Stepwell, and Dandi Kutir. The visits provided an opportunity to understand India’s architectural heritage, historical narratives, and the role of cultural institutions in education.