Tenzing Nyentsey’s path in design and education spans nearly two decades of creative practice and learning innovation. With a Master’s in Learning Design, Innovation, and Technology from Harvard and a design foundation from the National Institute of Design, he has long explored how ideas translate into meaningful learning experiences. He spent over a decade as Managing Director of Echostream Design Studio and later founded BREW, a collaborative space rooted in community-oriented design. Now teaching Communication Design at Anant University, he helps students think critically and solve problems. His work across curriculum design and creative pedagogy reflects his belief that design and education must inform each other.

Amit Agarwal’s academic and professional journey spans psychology, technology, and business, shaping his interest in how institutions support learning and make decisions. He holds a BSc in Psychology, an MBA from Salem State University, and a Graduate Certificate in Business Administration from Northeastern University. His work at Boston University’s College of Engineering gave him practical insight into how reliable systems influence teaching and learning. He now serves as a Value Advisor iXp Intern at SAP Canada, contributing to research, financial modeling, and value-focused analysis. His projects—Sikkim2Salem, the MBA-to-STEM MBA initiative, and Votathon—reflect his commitment to access and opportunity.

Aranck Veer Kunzang’s connection to education is rooted in growing up within the Taktse ecosystem, first as a student and later as the School Librarian. These experiences have given him a clear sense of how supportive environments shape learning, a perspective he carries into his expanding responsibilities. In the library, he works closely with students and teachers, managing resources and maintaining a space the school relies on daily. His understanding of school life comes from lived experience—knowing what it feels like to navigate learning systems as a young person—and he uses that insight to support others with empathy and practicality.

Dawa Lahmu Yolmo’s work in education has grown from years in classrooms, guiding students and supporting teachers. With over fifteen years of experience as an English teacher and Divisional Head at Taktse International School, she has seen how patient, consistent support strengthens both instruction and confidence. A Master’s graduate from North Bengal University, where she topped her department, she has expanded her practice through training at Harvard and visits to schools in Boston, Philadelphia, and India. As co-founder of the Himalayan Teacher Professional Development Foundation, she works with educators across Sikkim and Ladakh, focusing on literacy, reading and writing programs, and practical teacher development.

Kitsho Wangchuk’s understanding of education has been shaped by living and learning across Bhutan, India, and Japan. These experiences helped her appreciate how communities define learning differently and how important it is to design programs that fit those contexts. A graduate of Waseda University, she has worked across nonprofits, education projects, and the film sector, gradually orienting her work toward thoughtful, community-informed program design. As a researcher with a Bhutan-based nonprofit, Kitsho works on designing and evaluating education initiatives, developing student workshops, and supporting short-term learning pathways. She approaches her work with patience, preferring to understand a community’s needs before drawing conclusions. Over time, she has become interested in how organizations make decisions about learning and how research, data, and lived experience can help those decisions become more grounded.

Rohan Raj Pradhan’s journey in education began through sports, where he saw how structured physical activity builds resilience and teamwork in young people. As an educator, football coach, and social impact leader, his work sits at the intersection of youth development, community engagement, and sustainable entrepreneurship. Now a student at the Harvard Graduate School of Education, he has contributed to talent development and coach training, working with schools and local groups in Sikkim to create practical, accessible sports programs. Over time, he has come to value consistency over scale, believing long-term, community-rooted models enable more lasting impact.

Samuel Khaiba’s work brings together two core strands of his life: communication and values-based learning. With over twenty years of experience in corporate training, school-based professional development, and youth mentorship, he sees education as a practice grounded in clarity, structure, and steady guidance. His background in Computer Science and Theology shapes his interest in both practical skill-building and reflective learning. At Taktse International School, he served as Professional Learning Coordinator and classroom teacher, working closely with students and teachers. As Director of the Progressive Learning Foundation and CMCS, he designs training programs that build confidence through structured practice and supportive learning environments.

Simrin Tamhane’s work in education began when she returned to Sikkim after her undergraduate studies, wanting to contribute to the school systems she grew up around. A former Taktse International School student, she has been with Meghshala Trust since 2019 and now serves as Implementation Manager and State Lead. She supports government school teachers through training, curriculum design, and digital lesson integration, while overseeing field associates and coordinating district-level implementation. Her experience has given her a practical understanding of how classroom needs, teacher capacity, and system constraints interact. She leads projects with HCLTech, Manipal Foundation, and the MCKS Trust, ensuring they stay grounded in real classroom conditions.