Recognition, opportunity and growth: A journey of purpose and transformation

This year marks the 75^th anniversary of Australian Government scholarships for students from the Asia-Pacific region, with the first scholarship recipients travelling to Australia under the Colombo Plan in 1951. To commemorate this significant milestone, Australia Awards – South Asia & Mongolia launched the Alumni Impact Storytelling Competition to celebrate the outstanding contributions alumni have made to the development of their countries.

The competition invited alumni to showcase the impact they have created and reflect on how their Australia Awards experience has helped shape their personal and professional journeys.

Bhutanese alumna Sonam Choden entered the written storytelling competition to reflect on her personal and professional journey. She completed a Master of Arts in Teaching English to Speakers of Other Languages (TESOL) at Flinders University in 2015 with the support of an Australia Awards Scholarship.

Judges commended her compelling account of growth from an early-career teacher to a recognised Master Teacher, highlighting how she has applied the knowledge and skills gained through her studies in Australia to improve teaching practices, support student wellbeing, contribute to curriculum development and strengthen professional capacity within Bhutan’s education sector. Her story demonstrates the long-term impact of educational leadership and a sustained commitment to improving learning outcomes for future generations.

At just 20 years old, I stepped into my first classroom with a Primary Teaching Certificate in hand. I wasn’t sure if teaching was my choice or simply circumstance—and as I faced my students for the first time, I carried more doubts than certainties. But slowly, something shifted. What began as a job revealed itself to be a calling. Teaching wasn’t just work; it was purpose.

Sonam delivering the opening remarks at the 2024 Regional Alumni Workshop in Thimphu, Bhutan.

Determined to grow, I pursued my Bachelor of Education through distance learning, balancing lessons during the day with studies at night. That persistence paid off when I received the prestigious Australia Awards Scholarship. It opened doors I had never imagined by leading me to a master’s degree in TESOL. More than a degree, it was a turning point. I was exposed to global perspectives, research-driven practices and learner-centred approaches that reshaped not only my teaching but my vision of education itself. I returned home with confidence, clarity and a renewed sense of purpose.

I have also remained an active member of the Australia Awards community. I have consistently participated in seminars, alumni workshops and competitions coordinated by the Australia Awards – South Asia & Mongolia Program Team, which have allowed me to continue learning, share my experiences, and remain part of a wider professional network committed to development and impact. These experiences have also strengthened my belief in lifelong learning and professional collaboration.

Upon my return to Bhutan, my teaching perspectives changed; teaching and learning became more interactive and inclusive. I began to use differentiated instruction to meet the diverse needs of my students. Formative assessment became part of my daily practice, helping me understand not just what students learnt, but how they learnt. I applied communicative and task-based approaches in my English lessons, creating opportunities for students to speak, collaborate, and use language in modern and meaningful contexts. Technology became a tool to engage and connect. Most importantly, I encouraged my students to think, to question and to express themselves with confidence. Over time, these changes led to improved academic performance—but more importantly, they nurtured confident, independent and reflective learners.

My responsibilities also grew within the school. I have been serving as the English subject lead, guiding curriculum implementation and supporting colleagues in strengthening language teaching practices. In addition, I take the role of wellbeing focal person and head of the emotional domain. In this role, I work closely with students to support their emotional wellbeing, promote positive relationships, and create a safe and supportive learning environment. I believe that students learn best when they feel valued, understood and secure, and I work consistently to ensure that their emotional needs are not overlooked.

Sonam (right) engaging with fellow alumni at the 2024 Regional Alumni Workshop in Bhutan, on the theme of ‘Bridging the Gender Gap and Supporting Local Women Leaders’.

My impact gradually extended further. I began contributing to curriculum development, particularly in the area of values education. I have worked on the development of a Cambridge-aligned curriculum, including course books and supporting frameworks. This work reflects my belief that education must nurture not only knowledge, but also values, attitudes and ethical understanding evolving with the everchanging times.

Alongside this, I also focus on strengthening others within the education system. I have been voluntarily conducting professional development programs for teachers across schools, as well as for offices and parents. These sessions focus on improving teaching practices, strengthening communication and fostering supportive learning environments. Through these efforts, I have been able to contribute to building professional capacity and encouraging collaboration among educators and stakeholders.

My dedication and contributions have not gone unnoticed. I have received the Teaching Excellence Award from my school management and the principals of Mongar Dzongkhag, recognising the impact of my teaching practices. I was also selected among the top 10 candidates for the Princess Maha Chakri Award and received a Certificate of Recognition. Additionally, I was shortlisted among the top seven candidates for a teaching position at Eton House International School in Thimphu, reflecting my competence at an international level. My students’ consistent performance above the national mean in board examinations further affirms my commitment to continuous improvement. I have received multiple outstanding performance ratings in the moderation exercise of Individual Work Plans among my colleagues in the school.

Sonam (third from right) pictured with fellow Bhutanese alumni and Australia Awards staff at the 2024 Regional Alumni Workshop in Thimphu, Bhutan.

A significant milestone in my journey was my promotion to the position of Executive Specialist (ES3) and my recognition as a Master Teacher. These roles have marked my transition from a classroom practitioner to a leader and mentor. At the heart of this journey lies the transformative impact of the Australia Awards Scholarship and my Master of Arts in TESOL studies. These experiences gave me not only knowledge, but also perspective, confidence and a clear sense of purpose. They enabled me to reflect deeply and act meaningfully. So, I remain deeply grateful to the Government of Australia for this life-changing opportunity. It has transformed my professional path and strengthened my ability to make a meaningful difference. I will remain indebted and thankful for the support that shaped my journey.

From a Primary Teaching Certificate holder to a Bachelor of Education graduate, to a master’s degree holder, and now as a Master Teacher, my journey reflects a steady and purposeful pursuit of excellence. My work continues to be guided by a commitment to growth, service and impact. What began as a step into an uncertain profession has become a purposeful journey dedicated to transforming lives through education, one learner at a time. Overall, who I am today and the paradigm shift in my personal and professional journey are not solely the result of my hard work, but also the outcome of my studies in Australia.