By Vansanglura Vanchhawng
Introduction:
Aligning with national education reforms, this article explores how clear teacher expectations in schools and colleges foster quality education. This collaborative vision bridges students, educators and the community, supporting Bhutan’s goal of a skilled, value-driven society.
Need and importance of student-teacher participation in quality education:
Quality education is a fundamental human right, officially recognised in global agreements such as the Universal Declaration of Human Rights (UDHR), proclaimed by the United Nations General Assembly in Paris on December 10, 1948. Quality education in the 21st century focuses on critical thinking, creativity, collaboration, communication, problem-solving and life skills, with emphasis on applying knowledge. It is important to inculcate the ‘Spirit of Enquiry’ in students, as free thinking and analysis are essential for cognitive development. Education in a wider sense means learning throughout life. Excellence in education is achieved when teachers and students are motivated, possess the academic and professional backgrounds necessary to perform at the highest level, and are sincere in their desire to see each other succeed.
Higher education is becoming more responsive to learners’ needs. A greater focus on quality assurance and enhancement has developed over the last few years, increasingly making student engagement one of its cornerstones. It is important to recognise students as the prime stakeholders of quality higher education and promote their participation at all levels of the teaching-learning process.
Related literature on teachers’ expectations:
The importance of teacher beliefs and expectations in facilitating student learning has long been recognised. All teachers have expectations for their students, as they should. The general claim is that when teachers believe their students can meet targets and provide appropriate learning opportunities and support, students are more likely to achieve their goals and improve academic performance.
Expectations can facilitate the setting of achievable yet challenging targets. Research establishes that teacher expectations play a significant role in determining how well and how much students learn. Bamburg (1994) found that teachers’ expectations and assumptions about students’ potential have a tangible effect on achievement. Raffini (1993) reported that students generally rise or fall to the level of their teachers’ expectations. When teachers believe in students, students believe in themselves. Brophy (1986) advises teachers to project attitudes, beliefs, expectations and attributions that imply that students share their enthusiasm for learning. Research has shown that teachers’ expectations, whether high or low, can become a self-fulfilling prophecy. Students tend to give teachers as much or as little as teachers expect of them. Benard (1995) describes the value of high expectations in schools. Schools that establish high expectations for all students and provide the necessary support have high rates of academic success.
Research has also shown that teachers’ negative expectations can critically affect both learning opportunities and achievement. Gender (1991) found that when students are viewed as lacking ability or motivation and are not expected to make significant progress, they tend to adopt this perception of themselves.
When teachers, parents and administrators maintain high expectations, they encourage students to aim high rather than simply get by. To expect less is to do students a disservice. Research suggests that teacher expectations can predict changes in student achievement and behaviour. Therefore, teachers should develop positive and meaningful expectations towards their students.
Teachers’ expectations of students in the academic area:
Many students enter college with poor study and work habits. By clearly defining what is expected in class and communicating how academic performance will be measured, teachers have the best chance of getting maximum effort and performance from students. College climates characterised by a strong sense of direction and student involvement tend to promote favourable outcomes by strengthening student-faculty and student-peer relations and establishing expectations that students behave responsibly.
It is therefore important for teachers to develop meaningful, positive expectations towards students. ‘Expectation’ includes duties and responsibilities, as well as mastering a demanding core curriculum and other material that prepares students to assume their civic and social responsibilities.
3.1. Students must actively participate in the whole teaching-learning process:
Bhutanese college students must actively prepare for lectures by completing readings, framing thoughtful questions and engaging in peer discussions. Grounded in Gyal-Khab (nation-building) and community values, active participation helps learners bridge traditional wisdom with modern scholarship while taking responsibility for their futures and campus community.
Recent scholarship has emphasised student effort and involvement in academic and co-curricular activities as decisive factors in promoting positive college outcomes. Institutions must create a climate in which all students feel welcome and able to participate fully. It is equally important to nurture an ethic that demands commitment and promotes responsibility. A decisive factor affecting college outcomes is the degree to which students are integrated into campus life, interact with faculty and peers, and are involved in their studies.
3.2. Readiness to learn:
In higher education, Bhutanese students transition from teacher-led high schools to independent learning. They must take ownership of their studies with dignity and integrity. Schools and higher education institutions rooted in community values should balance academic curiosity with national responsibility, driving intellectual and personal growth. Colleges are learning communities, and students are expected to develop logical inquiry, critical study, originality, analytical thinking and counter-arguments. They must learn independently and should not expect spoon-feeding.
I challenge my students each semester to step up as future CEOs of the Gelephu Mindfulness City and help shape Bhutan’s destiny. I urge them not to follow instructions blindly, but to be part of the process that decides and leads Bhutan forward. Our aims and objectives of education must forge fearless leaders who build tomorrow, not faithful followers who watch it happen. I push my students to “Aim beyond the stars, build bold dreams, and turn them into great victories.” Our theme should be: ‘Think Globally, Act Locally.’
3.3. Use of different domains:
In Bhutan, students must navigate campus life through traditional and digital spaces—from technology-integrated lecture halls to common dining and student representative rooms—while upholding the values of Gross National Happiness (GNH), guided by the Royal University of Bhutan framework.
They are expected to engage in practical tasks that build character and wisdom, aligning with institutional norms that foster personal responsibility, community trust and a unified campus tsawa sum (the King, the Country and the People of Bhutan ethos).
3.4. Students must engage in their reading:
To help Bhutanese students engage with reading, teachers can link global literary themes to Gross National Happiness (GNH) values, bridging traditional wisdom and modern challenges. Students often struggle with dense academic texts due to language shifts or abstract contexts. Active journaling combined with guided peer circles can help bridge this gap.
Conclusion:
Student engagement and shared responsibility are essential for successful higher education. While colleges must remain honest and fulfil their societal duties, academic quality relies on a partnership where active student participation, high teacher expectations and mutual accountability drive meaningful learning outcomes. Research shows that high teacher expectations, belief in student potential and shared responsibility between teachers and students lead to better learning results.
Bhutan’s education, particularly higher education, is a shared journey where students, teachers and society build knowledge together. By moving beyond passive learning and fostering academic partnerships, we empower our youth with the confidence and skills needed to lead our nation forward. Education remains an important tool for securing a sustainable and prosperous future for Bhutan.
Kadrinchey la.
The writer is currently a Professor at Norbuling Rigter College, Paro.