Transforming Elementary Education in Remote Bhutan Challenges, Innovations, and Sustainable Development in Rural Primary Schools
Keywords:
elementary education, remote schools, Bhutan, educational equityAbstract
This study examines the current state of elementary education in remote areas of Bhutan, focusing on the challenges and innovations implemented in rural primary schools. Through a mixed-methods approach involving 250 students, 45 teachers, and 12 school administrators across six dzongkhags (districts), this research investigates the effectiveness of educational interventions in geographically isolated communities. The findings reveal significant disparities in educational resources, teacher retention, and student outcomes between urban and remote schools. However, innovative approaches including community-based learning, technology integration, and culturally responsive pedagogy show promising results in improving educational quality. The study concludes that sustainable elementary education in remote Bhutan requires a holistic approach combining infrastructure development, teacher professional development, community engagement, and preservation of cultural values. These findings contribute to the broader discourse on education equity and provide actionable recommendations for policymakers and educators working in similar contexts.
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