Issues of Bhutanese Science Curriculum: A View from the Exploratory Study


  • Karma Dorji Department of Curriculum and Professional Development, MOE
  • Sherab Jatsho Department of Adult and Higher Education, MOE
  • Pema Choden Department of Science, Damphu Central School



Bhutanese science education, Bhutanese science curriculum, exploratory study


Bhutanese science curriculum witnessed several rounds of reforms to improve the quality of science education. The growing body of research, however, reports that the Bhutanese science curriculum is affected largely by several issues and challenges. Therefore, an exploratory study was carried out to document the issues and challenges of the Bhutanese science curriculum. Twenty-one (N=21) Bhutanese science teachers took part in the study. Data were collected through one-on-one interviews. The data collected from interviews were analyzed based on thematic analysis. The findings suggested that the Bhutanese science curriculum is largely voluminous, content-laden, high in lexical density, or prescriptive. Moreover, findings also inferred that the Bhutanese science curriculum largely lacks scientific inquiry, logical progression, and developmental appropriateness of concepts, or attributes of contextualization. Overall, compared to the science from fourth to sixth grade, seventh to 12th-grade science appeared largely plagued by issues and challenges. Findings from this study have some practical implications for Bhutanese science teachers and science curriculum developers.




How to Cite

Dorji, K., Jatsho, S. ., & Choden, P. . (2022). Issues of Bhutanese Science Curriculum: A View from the Exploratory Study. RABSEL, 22(2).