Among the Hills, We Found Stars — in the Classrooms

By Johan S Varughese Student Lead, THRIVE Initiative Mar Baselios College of Engineering and Technology (MBCET)

Introduction

As engineering students, we spend countless hours learning about technology, innovation, and problem-solving. We build projects, attend workshops, participate in competitions, and dream about creating solutions that can change the world. However, there comes a moment when we realize that technology alone does not change lives. People do.

This realization became deeply personal to me through the THRIVE Initiative, a student-led educational outreach program of Mar Baselios College of Engineering and Technology (MBCET). THRIVE was founded on a simple belief: every student deserves the opportunity to dream, learn, and discover their potential, regardless of their background or circumstances.

As the Student Lead of THRIVE, I have had the privilege of working alongside an incredible team of volunteers who dedicate their time and effort to teaching students from underserved communities. Among the most memorable experiences of this journey has been our engagement with the students of MRS Kuttichal, Thiruvananthapuram, where we conduct classes aimed at introducing tribal students to the world of computers, technology, and curiosity-driven learning.

When we first planned these sessions, we thought we would be teaching computer applications. Looking back now, I realize that the students taught us far more than we ever taught them.

The Vision Behind THRIVE

The word “THRIVE” represents growth, empowerment, and transformation. The initiative was created with the understanding that education should not be confined to classrooms or limited by geography. While many students have access to computers, internet connectivity, mentorship, and educational resources, there are many others who continue to face barriers that make learning more difficult.

The objective of THRIVE is not merely to teach subjects. It is to ignite curiosity.

We wanted students to understand that learning is not about memorizing answers for examinations. It is about asking questions, seeking solutions, and imagining possibilities.

As engineering students ourselves, we recognized the importance of exposure. Many opportunities that shaped our lives came from interacting with mentors, hearing inspiring stories, and being encouraged to explore beyond textbooks. We wanted to provide similar experiences to students who may not otherwise encounter them.

This vision led us to MRS Kuttichal.

Our First Visit to MRS Kuttichal

The journey to MRS Kuttichal was exciting, but it also came with uncertainty.

We spent days discussing what we should teach, how we should engage the students, and what kind of impact we hoped to create. We prepared lesson plans, demonstrations, and activities. Yet there remained one important question:

“How do we truly connect with the students?”

The answer came through storytelling.

When we entered the classroom for the first session, we saw bright faces filled with curiosity. Some students appeared shy. Others were eager and energetic. Like any group of young learners, they wanted to understand who we were and why we had come.

Instead of beginning with technical concepts, software applications, or computer terminology, I decided to begin with a story.

The Story of Sonam Wangchuk

The first session opened with the inspiring story of Sonam Wangchuk.

I chose his story because it carries a powerful message. Sonam Wangchuk grew up in Ladakh, a region with geographical and educational challenges. Despite limitations, he developed an innovative mindset and dedicated himself to solving real-world problems through education and engineering.

The students listened carefully as I spoke about his journey.

I explained how innovation does not begin with expensive laboratories or sophisticated technology. It begins with curiosity.

I told them that Sonam Wangchuk observed problems around him and asked questions. Why do students struggle to learn? Why do communities face certain challenges? How can technology be adapted to local needs?

These questions eventually led him to create impactful educational reforms and engineering solutions.

As I looked around the room, I noticed the students paying close attention. Some leaned forward. Some smiled. Some asked questions.

That moment reminded me that inspiration often comes before instruction.

Before teaching someone how to use technology, we must first help them believe that they can become creators of technology.

Introducing Computers: A Window to New Possibilities

Following the motivational session, we began introducing the basics of computer applications.

For many students, computers represented something unfamiliar yet fascinating. Some had limited exposure to digital tools, while others had only interacted with them occasionally.

We started with the fundamentals:

• Understanding what a computer is
• Identifying basic hardware components
• Learning how software works
• Exploring operating systems
• Understanding the practical uses of technology in everyday life

Rather than focusing solely on theory, we emphasized interaction and exploration.

Students were encouraged to ask questions freely. There were no “wrong” questions.

One student asked how a computer remembers information.

Another wondered how people communicate across the world through the internet.

Yet another wanted to know how engineers build software applications.

Each question opened the door to a larger discussion.

What impressed us most was not their existing knowledge but their eagerness to learn. Curiosity was everywhere.

Learning Beyond the Syllabus

One of the challenges in traditional education is that students are often encouraged to focus primarily on examinations.

At THRIVE, we wanted to create a different environment.

Instead of asking students to memorize information, we encouraged them to think.

We asked questions such as:

• What problem would you like to solve in your community?
• How can technology help people?
• What invention would you create if you had unlimited resources?
• What would you like to learn about the world?

The responses were inspiring.

Students began imagining possibilities that extended far beyond the classroom.

Some spoke about improving transportation.

Others discussed healthcare.

A few expressed interest in robotics and computers.

These conversations demonstrated that innovation begins with imagination.

The role of an educator is not merely to provide answers but to cultivate the confidence to ask meaningful questions.

Moments That Left a Lasting Impression

Throughout our sessions, there were many small moments that remain unforgettable.

There was the excitement on a student’s face after successfully completing a task on the computer.

There were students who stayed back after class simply to ask more questions.

There were conversations about dreams, careers, and aspirations.

One lesson became very clear:

Potential exists everywhere.

Talent is not limited by geography, economic conditions, or access to resources.

The students at MRS Kuttichal possess the same curiosity, creativity, and ambition that can be found in any classroom. What they need is encouragement, guidance, and opportunities to explore.

These moments strengthened our conviction that educational outreach initiatives are not acts of charity. They are investments in human potential.

Lessons the Students Taught Us

While our objective was to teach, we found ourselves learning continuously.

The students taught us resilience.

They taught us gratitude.

They taught us enthusiasm.

Many of them approached learning with a level of excitement that is sometimes lost in highly competitive academic environments.

Their willingness to engage, ask questions, and explore reminded us why education matters in the first place.

As engineering students, we often become preoccupied with grades, placements, projects, and deadlines.

The students of MRS Kuttichal reminded us that learning can also be joyful.

They reminded us that curiosity is more important than perfection.

The Broader Impact of Educational Outreach

Educational outreach programs have significance far beyond individual lessons.

When students encounter mentors, role models, and new ideas, their perception of what is possible begins to change.

Exposure creates opportunity.

A single conversation can influence career aspirations.

A single story can inspire confidence.

A single class can ignite a lifelong interest in technology.

This is why initiatives like THRIVE matter.

The goal is not simply to teach computer applications.

The goal is to build confidence, expand horizons, and encourage students to see themselves as future innovators, engineers, scientists, entrepreneurs, and leaders.

Looking Ahead

Our journey at MRS Kuttichal is only beginning.

There are many more lessons to teach, many more stories to share, and many more opportunities to inspire curiosity.

As we continue our sessions, we hope to introduce students to broader concepts in technology, innovation, problem-solving, and critical thinking.

We hope to create an environment where students feel empowered to ask questions and pursue knowledge fearlessly.

Most importantly, we hope they realize that their dreams are valid and achievable.

Conclusion

When I first joined THRIVE, I expected to contribute by teaching students. What I did not expect was how profoundly the experience would influence my own perspective on education, leadership, and service.

The classrooms of MRS Kuttichal have become a reminder that education is not merely the transfer of knowledge. It is the awakening of potential.

Every question asked by a student, every moment of discovery, and every spark of curiosity reinforces the purpose of our work.

The students of MRS Kuttichal are not defined by the challenges they face. They are defined by the possibilities that lie ahead of them.

If THRIVE can help even one student discover a passion for learning, believe in their abilities, and pursue a dream they once thought impossible, then every effort is worthwhile.

As educators, volunteers, and learners ourselves, we leave each session with a renewed sense of hope.

For in those classrooms, we are not simply teaching computers.

We are helping shape futures.