Mustang-Lumbini Vertical University: An Integrative Experiential Learning Approach to Education

A transformative educational concept that harnesses the rich diversity of ecosystems, people, and cultures, and integrates them into a living laboratory for a holistic learning experience.

Introduction

For generations, the traditional model of education, with its structured classrooms and prescribed curricula, has been a hallmark of success in producing knowledge and skills. It served as the bedrock upon which we have built industries, towns, cities, and the entire modern way of life. Advances in health, agriculture, transportation, communication and more have been remarkable. However, the issues and challenges facing our world have become increasingly complex, with vulnerable communities often left behind bearing the brunt of collateral damage. Traditional educational systems have made earnest efforts to bring these issues into their books, labs, and classrooms in an attempt to raise awareness and provide solutions. Nevertheless, the competitive and prioritization culture within the traditional education system has left many of these issues unanswered, and in some cases, exacerbated them. This includes issues like income inequality, access to quality education and health care, and the impact on vulnerable communities, stemming from both natural factors such as natural disasters, climate change and man-made ones like conflict and inequality. Socio-economic and environmental injustices have sadly become commonplace. Furthermore, these communities are often the subjects of academic inquiries and deliberation, yet there's little to show in terms of them benefiting from academic studies and research.

This essay introduces an innovative model in which the concerns and dynamics of the community form the cornerstone around which the curricular structure and classroom activities are organized, and research and inquiry are driven by real-world problems. Based on the problem-based learning approach, the proposed conceptual framework, known as the vertical university, is designed within the diverse landscape of the Mustang-Lumbini corridor. In this innovative model, education extends beyond traditional classrooms, immersing students and educators in the communities they serve. When appropriate, community leaders themselves collaborate with students and teachers, becoming co-creators of the knowledge platform. In this model, students and educators take on the role of explorers, delving into various aspects of cultures, economies, and ecosystems. Learning is no longer constrained by traditional boundaries; instead, they draw inspiration from the complex challenges faced by communities along the corridor. The vertical university's core lies in this creative, dynamic, and exploratory approach, redefining our understanding and engagement with education.

This model holds particular relevance for Nepal, a nation renowned for its rich socio-cultural and ecological wealth and diversity, much of which often goes unnoticed in the education of our college students. In fact, many academic institutions, including numerous private ones, prioritize the development of skills in their students to better prepare them for higher education in Western countries, many never to return home. Therefore, this model offers a potential solution to address Nepal's urgent need to reform its resource-constrained public higher education system, which faces a multitude of challenges. These issues include the demand for new universities in the midst of an unplanned educational landscape, political influence in the education sector, concerns about education quality, and the continuous exodus of young students seeking education abroad.

This essay aims to introduce a conceptual framework for designing a 'landscape-inspired' education system, one that complements the traditional system instead of relying on it entirely, especially in the context of Nepal. In this framework, the vertical landscape becomes a living classroom for exploration and study, with the goal of ensuring that the communities themselves benefit from the educational enterprise and its research and learning activities. This model can also be replicated in various regions of Nepal, including academic institutions along the Hindu Kush range, part of the Himalayan University Consortium (HUC).

Evolution of Education and a New Path Forward

Before we delve into the discussion of the proposed vertical university model, it's essential to provide a brief overview of the evolving educational paradigms that have adapted to changing global challenges and opportunities. There are many ways to characterize the evolution of the modern education system, often categorized as education 1.0, 2.0, and 3.0.

Education 1.0, a model more than a century old, was teacher-centric, with students serving as passive recipients. Fields of study were highly compartmentalized or siloed, and the use of technology was virtually non-existent.

Education 2.0 can be seen as an improvement, as students began to engage in interactive learning environments, especially with the rapid advancements in modern technology, including the proliferation of social media, online resources, and data gathering tools. Building on the rapid advancements in communication, information flow, and the vast amount of data, Education 3.0 could be characterized as collaborative, multidisciplinary, and data-intensive. Leading universities have witnessed increased interdepartmental collaborations across various disciplines, such as STEM, social sciences, and humanities. Many educators are speculating about the role of artificial general intelligence (AGI) in the near future as a paradigm-shifting force.

However, despite all these advancements driven by information technology, they have failed to address the needs of vulnerable communities, especially in a country like Nepal. This has resulted in two significant consequences. Firstly, hundreds of private colleges have leveraged these advancements, including the internet and other online resources, to train their students, only to see them depart for further studies in Western countries. This annual migration of students totals around one hundred thousand. Secondly, it has had a profound impact on the socio-economic and cultural fabric of these societies. With young and creative minds leaving to contribute to other nations, these communities are left to fend for themselves with many of their issues —economic, socio, and environmental— unaddressed.

The proposed Mustang-Lumbini Vertical University model aligns itself with the forward-thinking educational paradigm of Education 3.0+. This model builds on all the advancements of the 3.0 model but departs from the conventional constraints of classroom teaching. This model immerses students in an interactive educational experience designed to address the complexities faced by communities dealing with environmental, technological, and market forces in the 21st century. In essence, this model extends its reach by integrating a community element. That is, instead of being solely a subject of study, the community becomes a beneficiary of solutions generated through exploration and analysis. This innovative approach, successfully piloted by the Nepal Study Center of the University of New Mexico in Nepal, encompasses several other vital components that we will explore in more detail as our discussion progresses.

In contrast to the siloed approach of the early-century Education 1.0 system and the integration of various disciplines in Education 2.0 and 3.0, the Mustang-Lumbini Vertical University model 3.0+ broadens the horizons of education beyond the traditional campus structure. Here, students, educators, and community leaders collaboratively tackle real-world challenges in the field, nurturing critical thinking, fostering open idea exchange, and jointly developing solutions. Education 3.0+ seeks to revolutionize traditional education by embracing digital resources, interdisciplinary learning, and community involvement, better preparing students for the complexities of the modern world without ignoring the challenges faced by the communities they operate in. Central to this model is the utilization of the vertical landscape of the Mustang-Lumbini north-south ecological corridor as a dynamic living laboratory classroom. The name 'Vertical University' aptly captures the socio-economic and ecological diversity of the north-south Mustang-Lumbini corridor.

Setting the Foundation for an Integrative Experiential Learning Environment

After concluding the three-part Mustang-Lumbini series, which showed the abundance of natural assets, experiences, experiments, and potential opportunities along the corridor, the article presented three specific sets of ideas in the domains of science, culture, and economics: preserving ancient Mustang caves and cultural treasures by declaring it as a UNESCO World Heritage Site; promoting citizen science and bridging gaps along the Gandaki Corridor; developing eco-cultural tourism for Lumbini (as detailed in the Science, Culture, and Economics section below at the end this article).

Building upon the exploration of the region's rich natural assets and opportunities within the Mustang-Lumbini corridor, a new teaching model is proposed. This article contends that this model embraces a holistic approach, drawing inspiration from the concept that "The World Is A Classroom." It envisions education beyond traditional brick-and-mortar classrooms and conventional teaching methods. Instead, it adopts a "vertical university" approach, closely intertwining students with their surroundings, making the ecological landscape and community diversity the classrooms and study areas. The term "vertical" is chosen to reflect the ecological diversity and variability found along the north-south corridor.

To provide context, first this paper briefly outlines the efforts traditional institutions are making to replicate this immersive educational experience while operating remotely within the confines of conventional classroom settings and the campus structure. The paper argues that the Mustang-Lumbini Vertical University concept is better equipped to achieve these ambitious goals in a dynamic and immersive manner. The Nepal Study Center (NSC) at the University of New Mexico (UNM), under its sustainable development lab initiative, designed and piloted this integrative experiential learning model successfully in Nepal’s communities. In summary, the NSC's problem-based learning design centers on identifying on-the-ground issues in communities in Nepal, analyzing these problems within the classrooms, formulating intervention strategies, and subsequently traveling to the community to implement these solutions as a party of a capstone exercise (e.g., study abroad program for foreign universities). Details are published in a journal Applied Economics Teaching+ Resources, Reimagining Teaching Water Issues through Integrative Experiential Learning.

This and various other creative programs, including those currently experimented by traditional academic institutions, featuring interdisciplinary approaches with a global outreach, could provide foundations for the curriculum, instructional techniques, and learning framework of the proposed Mustang-Lumbini system. The distinctiveness of the proposed program will become evident thorough the exploration of real-world conditions within the corridor. This exploration will encompass ecological, cultural, social, and economic aspects, while also identifying institutions and communities in the corridor as potential collaborators, including those from the outside. The corridor connecting the Tibetan plateau , also known as the third pole, with the Ganges plane will have a wider appeal.

Notable among these models is one currently piloted in eastern Nepal along the Kanchanjunga stretch by a non-profit organization, KTK-BELT. While their primary focus revolves around environmental education and awareness, the innovative "vertical" design they employ can serve as a valuable conceptual outline. The Mustang-Lumbini Vertical University initiative takes inspiration from their ecological vertical design concept and further enhances it within the traditional framework with application of scientific tools, research, analysis, and deliberation, all while maintaining a strong connection between its academic mission and the community. This results in a community-engaged learning environment, which is gradually finding its way into traditional academia, both as a research, teaching, and capstone component. Even a prominent institution like Carnegie Mellon has embraced this concept to demonstrate their commitment to the communities they serve and operate within. The proposed Mustang-Lumbini model places community engagement at its core, ensuring that both KTK-BELT and the Mustang-Lumbini initiative contribute valuable insights through rigorous application of tools, analysis, and deliberations.

On-campus Real-World Learning Experiences in Practice

Traditional schools, colleges, and universities are continuously exploring ways to bring the real world into their classrooms. In the Netherlands, there's a school where students aged 12 to 18 engage in hands-on projects of their choice, free from the constraints of traditional classroom levels and grades. There are examples of schools in Europe, where young students venture into nature to learn biology, vocabulary, and even mathematics, abandoning textbooks and classrooms for an immersive outdoor experience. With the internet's advent, schools are live-streaming zoo and other real world environments directly into their classrooms, in an attempt to provide students with outdoor exposure. Traditional field trips are already a staple of the school system.

Meanwhile, esteemed institutions such as Carnegie Mellon University have recognized the importance of forging strong connections between academia and the communities they serve. In their pursuit of this connection, they've launched a Community-Based Research-to-Practice Program for students and are actively encouraging faculty members to engage in community-based research. The traditional university system, as a whole, is evolving to meet the changing demands for the real world experiences by establishing various interdisciplinary programs. These initiatives often entail collaboration among multiple departments and faculty members to tackle emerging challenges. Notable examples include poverty labs, governance labs, development labs, ecological labs, and evaluation labs, all dedicated to addressing real-world issues, many of which originate in developing countries. This is what we have coined as the Education 3.0.

These labs, however, typically collect data from the field in developing countries and bring it to their university labs for comprehensive evaluations, analyses, and occasionally, the development of implementation strategies and action plans for those regions. Frequently, these communities under study are treated solely as data points for journal publications and subjects for seminar presentations. Communities generally do not feel the fruits of these research activities.

To offer students increased exposure to real-world situations, many universities offer programs such as study abroad opportunities, semester-abroad exchanges, field studies, capstone projects, and travel grants. All of these examples and programmatic models aim to provide students with invaluable firsthand insights into global issues and real-world experiences.

The Mustang-Lumbini University concept, as presented here, serves as a dynamic platform that enables these intentions and missions to be addressed in a more engaging and realistic manner. In this approach, the real world serves as the primary classroom, rather than bringing real-world examples into traditional classrooms.

The integrative learning model developed by the Nepal Study Center and implemented in communities in Nepal (e.g., Rupandehi district) breaks free from this pattern by creating a mutually beneficial relationship. The three-part case studies presented in this article—focusing on preserving Mustang caves and treasures, the Gandaki Corridor Citizen Science program, and the eco-tourism concept—offer a glimpse of the modality of the proposed approach.

The Mustang-Lumbini Ecological Landscape as a Dynamic Living Classroom Lab

Our perspective within the Mustang-Lumbini Vertical University concept resonates with Sir Ken Robinson's TED talk, where he passionately argues that "schools kill creativity." He argues that the fear of failure within the exam-based evaluation system discourages individuals from taking risks in creative exploration, ultimately dampening the joy of learning. Notably, the concept of the "joy of learning" is essential because our education system often prioritizes "teaching" and skill development for job placement in various industries, and simply for personal survival.

The Mustang-Lumbini University concept offers an innovative teaching model that differs from traditional education. It allows students to tackle real-world challenges through the lenses of critical thinking while using multidisciplinary approaches involving science, culture, economics, and human behavior. This approach makes use of the corridor's diverse ecology, culture, resources, wildlife, and economic complexities as dynamic learning environments, providing a more enriching educational experience that blurs the traditional boundaries between students, teachers, and the world they want to enhance. Depending on the issues at hand, faculty, students and the community members could jointly become the learners, partners and the problem solvers. Technological tools such as remote sensing and data portal also play a role in the gathering and sharing of the knowledge to foster a community of learners across the landscape.

Further, what sets the Mustang-Lumbini corridor apart is that it serves as a natural classroom and living laboratory. Here, students not only learn from the environment but also actively contribute to the well-being of local communities. That is, instead of just studying subjects, this approach empowers students to work directly with communities to devise implementable solutions. It's an educational method that bridges the gap between learning and real-world problem-solving, fostering meaningful contributions while preserving and enhancing the environments they study.

This experiential learning model has the potential to be transformative, appealing to students not only within the country but also from around the world. It offers a unique educational experience that combines academic rigor with real-world impact, making it an enticing prospect for those seeking holistic and globally relevant education.

As stated above, a version of this concept has been successfully piloted in eastern Nepal along the Kanchenjunga stretch by a non-profit organization called KTK-BELT. With climate change and sustainability as their focus, they are presently executing a five-year project titled "Creating Biodiversity Corridors for Conservation, Education, and Livelihood from Koshi Tappu to Kanchenjunga in Eastern Nepal," in collaboration with the Social Welfare Council, covering five districts. The Vertical Biodiversity Fund (VBF), a non-profit organization based in the Eastern Region of Nepal, is their core partner. The VBF works with farmers, youth, and local communities across a vertical gradient from Koshi Tappu to Kanchenjunga to protect the natural environment and to support farming activities. This can serve as an interesting case study, as the vertical concept used here is akin to our Mustang-Lumbini proposal.

Three Curricular Examples

While this idea is currently in a preliminary stage, it necessitates comprehensive discussions concerning its design, conceptual framework, academic degree structure, and specific details. Flagship universities such as Gandaki University in the north, Lumbini Buddhist University in the south, along with other interested international and local institutions, could be brought in as collaborators.

Through this article and our modest proposal, we aim to kickstart a conversation, particularly as Nepal remains actively involved in the ongoing debate about much needed higher education system reforms. Below, we provide some example outlines that leverage the diverse and dynamic learning environment found in the Mustang-Lumbini corridor, where culture, environment, and economics intersect.

Ecosystem Science, Monitoring, and Management:  This program equips students with the skills to monitor and manage a range of ecosystem parameters, encompassing water resources, wildlife, plants, snowpack, hydrology, pollution, and early warning flood detection. By embracing local communities, including schools, along the Gandaki corridor through a citizen science approach, students develop proficiency in using advanced tools like GIS and data portals to collect, analyze, and interpret ecological data within this living laboratory. As future environmental stewards, graduates will master the art of translating this data into well-informed decisions, whether as conservation biologists or environmental systems managers or ecosystem monitoring specialists. The program offers an opportunity to develop expertise in harnessing the variability of the Mustang Lumbini ecosystem, becoming leaders in ecosystem and environmental management while maintaining a strong foundation in long-term monitoring and analysis. This program draws inspiration from the Sevilleta Long-Term Ecological Research (LTER) program at the University of New Mexico, designed to collect data and gain insights into the environmental variability and biological processes, akin to our aim to explore and analyze the rich environmental diversity of the Mustang Lumbini corridor, offering students the tools and knowledge to become experts in ecosystem science, monitoring, and management.

Economic Anthropology and Community Development:  Uncover the intricate interplay of cultures, economies, environment and communities within the dynamic living laboratory of the Mustang-Lumbini corridor. Here, communities along the ecological corridor face the dual challenges of climate change and the demands of global labor markets. The impacts of climate change and the remittance economy have left their mark on the community. This program provides valuable insights into these relationships from a cross-cultural perspective. Through a multidisciplinary collaboration involving environmental sciences, policy experts, cultural anthropologists, and development economists, this course delves into the socio-cultural and economic impacts of local and global environmental changes. It also explores the profound influence of changing global economic landscapes on local culture, traditions, eco-cultural tourism, social capital, health, well-being, and even the local craft economy and its intrinsic value. Explore how communities adapt and respond to the complexities of both climatic and economic challenges while actively contributing to enhancing the economic and cultural vibrancy of the Mustang-Lumbini corridor. It also provides an opportunity to engage in a cross-cultural comparative study across different mountain communities, such as those in the Andes and the Hindu Kush range.

Watershed Ecology:  Delve into the intricate relationships between the hydrological cycle, ecosystems, and human interactions in the unique living laboratory of the Mustang-Lumbini Corridor. This program offers advanced scientific knowledge and practical skills to drive conservation and sustainable resource management. Key areas of study include investigating hydrology, ecology, and human impact within the diverse Mustang-Lumbini landscape, exploring ecohydrology in wetlands, rivers, and forests, and analyzing the social and ecological implications of dam construction and environmental changes along the Gandaki River and surrounding water bodies. Immerse yourself in the region's ecological diversity, gradation, community forests, terraced farming, and water resources while actively contributing to local conservation efforts and enhancing global ecological understanding.

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THREE FOUNDATIONAL MOTIVATIONS REPRODUCED:

Exploring Science, Culture, and Economics along the Mustang-Lumbini Corridor

The first part focused on the mystery of the Kingdom of Mustang and its rich cultural heritage, including the discovery of ancient caves. Considering the fragility of these caves and the hidden treasures within them, scattered across the many hundreds of still unexplored canyons of Upper Mustang, the appeal is to declare the cave area as a UNESCO World Heritage site, if it hasn't been done already. Furthermore, the striking landscapes and mountain peaks in this region have attracted researchers, igniting inquiries into various subjects. These inquiries encompass the study of snowfall patterns, climate migration, aerosol content in the Gandaki River that is transported from India, high-altitude medicine, mountain tourism, Annapurna park management strategies, and an array of other topics. Additionally, the land is renowned for snow leopard sightings and the presence of valuable medicinal plants.
Journey into the Mysteries of Mustang: Ancient Artifacts, Sky Caves, and Cultural Exploration: nepalunplugged.substack.com/p/journey-i…

The subsequent trip to the area along the Gandaki Corridor, funded by a small grant from the National Science Foundation, examined the potential for interdisciplinary research and exploration, with the citizen science project being a top priority. The idea was to connect communities and schools across the three ecological belts and involve students in science data collection projects, sharing such data through a digital portal. The project is similar to one currently operating along the Rio Grande River in New Mexico, known as BEMP, which involves several dozen schools. The proposed citizen science project for Nepal aims to bridge the science gap between remote, underserved schools in the hills and urban private institutions, providing opportunities for girls from remote rural areas to get involved in STEM fields. The corridor, featuring the Gandaki River, boasts valleys, meadows, and a diverse cultural mix. It's a hub for adventure seekers, including trekkers and river rafters, as well as those looking for home-stay accommodations and resorts. Organic farming is prominent here, and paragliding is a popular activity. Nature enthusiasts are drawn to the area's rich bird and wildlife diversity. Additionally, there are several proposed hydropower projects along the river. That is, this mid-hill stretch is rich with opportunities. In the heart of the mid-hill region, you'll find the popular tourist destination of Pokhara, next to beautiful Phewa lake. This town is not only a visitor's delight but also home to the newly established Gandaki University, alongside numerous academic campuses and medical schools. These institutions enhance the potential for those interested in research and exploration.
Linking Communities for Science and Exploration: From Mustang to Lumbini: nepalunplugged.substack.com/p/linking-c…

Continuing on the same theme, the third idea was developed to promote eco-cultural tourism potential for visitors to the world heritage site Lumbini. By extending the Lumbini trip by a few days and creating a loop across the picturesque adjoining hills, the proposal therein would add value to the hilly communities. Visitors to Lumbini not only have the opportunity to explore the magnificent shrines and stupas, immersing themselves in a spiritual experience but can also take a Lumbini loop through the neighboring mountain districts. This allows them to delve into the local life and culture, relish stunning mountain vistas, engage in yoga sessions, go on mountain hikes, visit bird sanctuary, and explore charming towns before journeying to the renowned Chitwan National Park (CNP). The abundant wildlife and the exemplary park management and conservation efforts in Chitwan National Park (CNP) have drawn numerous researchers to the region. They are engaged in a wide range of studies covering topics such as human-wildlife conflict, conservation of tigers and rhinos, bird migration, urban forest ecosystems, water resource management, pollution, and urban sprawl, just to name a few. Furthermore, the presence of academic institutions and medical schools adds to the array of opportunities in the region, including Lumbini Buddhist University in Rupandehi, Lumbini, and the Agriculture and Forestry University in Chitwan.
The Lumbini Eco-Cultural Adventure Tour: nepalunplugged.substack.com/p/the-lumbi…

Acknowledgment: This article has greatly benefited from discussions with and comments from Professor Emeritus Jeffry S. Ravel (Department of History, MIT), Professor Shanta Pandey (School of Social Work, Boston College), and Professor Manuel Montoya (Department of Economics, UNM). Any remaining errors are my responsibility.