CLIMATE change has emerged as one of the most urgent crises of our time, bringing about widespread loss of human life and irreversible damage to nature. Extreme weather patterns — including rising temperatures, prolonged cold waves, water scarcity, wildfires, sea-level rise, flooding, polar ice melting, storms, landslides, hurricanes and a steep decline in biodiversity — are becoming increasingly common, threatening the stability of communities and ecosystems worldwide.
In this context, Sustainable Development Goal 17 seeks to foster partnerships to achieve a better and more sustainable future for all by 2030. It is, therefore, essential that young learners are made aware of the far-reaching effects of climate change and the significance of the United Nations’ development agenda. As the future leaders and stewards of our planet, they must be empowered with the knowledge and tools necessary to protect it, contributing to a balanced, sustainable ecosystem.
One of the most effective strategies for addressing pressing global challenges is through educational collaboration, both nationally and internationally. Tracking global curricula and engaging in partnership-based learning opens up opportunities for students and educators to broaden their perspectives. These collaborative journeys have a transformative impact on people’s mindset, attitudes and actions, nurturing a generation that values diversity, shared knowledge and mutual growth. The ideas, information and multi-cultural experiences gained from such partnerships add meaningful dimensions to one’s educational and personal life.
Participation in international conferences, Olympiads, and academic conclaves plays a pivotal role in professional and personal development. These platforms not only allow students and teachers to showcase their creativity and problem-solving capabilities, but also foster collaborative learning. They offer participants a space to engage with emerging global challenges, especially those connected to climate and sustainability.
In December 2024, the GEIST International Foundation — a global professional development platform for educators dedicated to building a sustainable education ecosystem — organised its 12th International Conference titled ‘World Climate Championship on Climate Action 2024’ and the ‘Global Summit on Education’ in Nepal. This event, held from December 26 to 30, was supported by the Nepal-US Alumni Network and attended by international students, teachers, academics and researchers from across the globe. Participants from the United States, Australia, Vietnam, Bangladesh, Ukraine, India and Nepal exchanged stories, research, innovations and lived experiences — all of which reflected the power of education to drive systemic change.
The summit featured a wide range of academic and cultural activities, including research paper presentations on climate and environmental concerns, STEM-based project exhibitions, wall magazine displays, panel discussions, video sessions on the SDG charters and tours of local institutions and the Living Mountain Lab. These events not only highlighted technological advancements in education but also underscored the need for environmental awareness through interdisciplinary learning.
Hosted at the School of Education, Kathmandu University, the convention opened with an insightful keynote presentation on ‘Artificial Intelligence in Education: Where Are We Now? What Happens Next?’ by professor Marshall G Jones of Winthrop University, USA. Another highlight of the event was a presentation by Mary O’Grady-Jones, also from Winthrop University, titled ‘The Alchemy of Education: Big Problems Require Big Actions’. Her talk was especially inspiring, emphasising the need for courageous and innovative responses to today’s global challenges.
Throughout the event, more than 20 presentations were delivered, focusing on educational reform and development across various segments. A particularly stimulating panel discussion on ‘Climate Resilience: The Role of Educational Institutions and Educators’ underscored the importance of building teacher capacity. Speakers stressed that school leaders have a vital responsibility to ensure the implementation of ‘smart education’—teaching methods that align with global needs and prepare students to meet international targets with informed, holistic perspectives.
At Swostishree Gurukul IB World School in Kathmandu, the summit placed special emphasis on STEAM education and technology-driven solutions. It cultivated a mindset of curiosity and innovation, vital to addressing global problems. The event drew nearly 300 participants and was a vibrant celebration of diversity and collaboration, featuring a cultural showcase that celebrated the coming together of different traditions and values. Students presented a wide range of projects, posters and wall magazines rooted in science, technology, engineering and mathematics, each with a focus on sustainable, practical solutions to climate-related challenges.
The climate conclave became much more than a mere academic event — it evolved into a global movement. It served as a powerful reminder of the importance of knowledge sharing, connection building and nurturing environmentally conscious young minds. The event created a space for inter-generational collaboration, where young learners worked hand in hand with seasoned professionals. It highlighted the potential of STEM education, when supported by dedicated educators, to transform teaching and learning. The integration of artificial intelligence and machine learning into the discussions demonstrated the role of future-ready skills in solving complex, real-world problems.
Team Bangladesh, consisting of 62 students and teachers, made an outstanding contribution across all segments, earning praise for their excellence and innovation. The visit to the International Centre for Integrated Mountain Development proved particularly enriching, offering participants a hands-on understanding of climate impacts on mountainous landscapes. The centre, which serves eight regional member countries — Afghanistan, Bangladesh, Bhutan, China, India, Myanmar, Nepal and Pakistan — left a lasting impression on our collective climate consciousness and underscored the need for cooperative environmental stewardship.
The Nepal chapter concluded meaningfully with an award ceremony and cultural programme featuring performances from both Nepal and Bangladesh. This closing event, held in a celebratory and inclusive atmosphere at the Prithvi Narayan Campus of Tribhuvan University and Motherland Secondary School in Pokhara, was a fitting end to a remarkable journey.
This journey in professional development opened up the possibility of an education model powered by passion, purpose, and innovation. It reaffirmed the vision of empowering students not only to achieve academic success but also to think critically, solve real-world problems, and engage meaningfully with the world around them. In a time of planetary crisis, such models of education offer hope and direction, ensuring that the learners of today are equipped to be the compassionate, solution-driven global citizens of tomorrow.
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Zakir Hossain is principal of Robergsonganj High School and College in Rangpur.
