During my London-to-Sydney overland journey, I encountered countless moments of discovery, adventure, and personal growth. Yet one of the most meaningful chapters unfolded in Dharamsala, India, where I had the privilege of teaching IT skills to Tibetan refugees. Nestled in the foothills of the Himalayas, Dharamsala offered a welcome retreat from the heat of the Indian plains. The town’s serene atmosphere, clean mountain air, and stunning views of snow-capped peaks made it a perfect place to pause, reflect, and engage in work that felt truly significant. What began as a temporary stop became a deeply rewarding experience that left a lasting impression on me and, I hope, on the students I taught.
I first came across the opportunity quite by chance. While walking through the town, I noticed a flyer pinned to a notice board, calling for volunteers to teach computer literacy to Tibetan refugees. At the time, I was looking for ways to connect with the local community, and this caught my attention immediately. IT had been a lifelong interest of mine, and the idea of sharing my knowledge to empower people who had faced significant hardship felt like an opportunity I could not pass up. Without much hesitation, I contacted the organisers and soon found myself preparing to teach a class of eager students, many of whom had limited exposure to computers or the internet.
Upon starting the course, it became clear that teaching in this context would be both challenging and incredibly rewarding. Many of the Tibetan refugees I taught had experienced displacement, uncertainty, and loss. Their language skills varied, and there were noticeable cultural differences that occasionally made communication difficult. Yet what they lacked in prior IT experience, they more than made up for with determination and enthusiasm. Every class session was filled with curiosity, questions, and the kind of energy that comes from genuine desire to learn. Their resilience and willingness to grasp new concepts reminded me that education can be a powerful tool, particularly for communities striving to rebuild their lives.
The focus of my classes was on computer literacy and practical IT skills that could be applied in the workplace. I introduced students to basic operations, such as using operating systems, navigating software applications, typing efficiently, and understanding internet resources. Beyond technical skills, I also emphasised the importance of digital literacy, including online research, email communication, and understanding social media in a safe and productive way. The goal was to give students the confidence to use technology independently, helping them access better educational and employment opportunities.
One of the most memorable aspects of the teaching experience was seeing the students’ growth from week to week. At first, many were hesitant, unsure if they could grasp the unfamiliar technology. Some struggled with simple tasks like using a mouse or opening a program. Yet with patience, practice, and encouragement, they began to gain confidence. I watched as their fingers moved more quickly over keyboards, as their screens filled with spreadsheets and documents, and as they started to help one another navigate problems. By the end of the month, students were not only competent in basic computer skills but also excited about the possibilities these new abilities could open for them. That progress was humbling and deeply fulfilling.
I was not the only volunteer contributing to the project. I met Christa, a fellow volunteer from the Netherlands, who had also committed to teaching and supporting the refugees. Working alongside her was a reminder of how international solidarity can amplify impact. We shared teaching strategies, discussed cultural nuances, and sometimes simply exchanged stories over cups of tea after long days. Having another volunteer provided both practical support and emotional encouragement, creating a small community of people dedicated to making a difference.
Teaching in Dharamsala also offered me a unique window into the lives and culture of the Tibetan community in exile. Dharamsala is home to the Tibetan government-in-exile and has a rich tapestry of monasteries, cultural centres, and educational institutions. Spending time with the refugees, I learned about their history, the challenges of displacement, and their unwavering commitment to preserving their identity and heritage. Beyond the classroom, conversations with students and community members enriched my understanding of resilience and perseverance. It became clear that education, including computer literacy, was not merely a practical tool—it was a way of empowering individuals to contribute to their community and maintain agency over their futures.
The physical environment of Dharamsala itself was a stark contrast to the intense heat of much of India. Mornings began with crisp mountain air and clear skies, and evenings were often quiet, with the sounds of birds and distant monastery bells filling the air. It was in this serene setting that I conducted classes, often under natural light streaming through classroom windows, surrounded by views of the Himalayan foothills. The setting added a meditative quality to the work, reminding me that learning is most effective when people feel safe, calm, and inspired.
Of course, the experience was not without its challenges. Language differences sometimes slowed progress, and cultural misunderstandings occasionally arose. I had to learn how to communicate concepts visually, through demonstration, and with repeated practice. Patience became my greatest tool, and flexibility became second nature. Yet even these challenges were opportunities to grow as a teacher and as a human being, refining my ability to empathise, adapt, and connect across barriers.
The impact of this teaching extended beyond mere IT skills. I felt that, in a small but meaningful way, I was helping students reclaim a sense of possibility in their lives. Technology is a powerful equaliser; knowing how to use computers opens doors to education, employment, and communication with the wider world. By giving these students the confidence to navigate digital tools, I hoped to equip them with skills that could transform their futures, enabling them to pursue opportunities they might have thought inaccessible before.
Beyond teaching, my time in Dharamsala was personally restorative. Living in a mountain town away from the crowds and heat of lower India gave me space to reflect on my journey, both physically and emotionally. The combination of teaching, exploring the town, and immersing myself in the calm environment of Dharamsala allowed me to recharge while making a tangible contribution to the community. I felt that I was learning as much from the refugees as they were from me—their resilience, optimism, and warmth were lessons in themselves.
By the end of the month, the connections I had formed with students and fellow volunteers were deep and meaningful. Saying goodbye was bittersweet; there was pride in the progress the students had made and gratitude for the opportunity to contribute, but also sadness at leaving behind the community that had welcomed me so warmly. I departed Dharamsala with a renewed sense of purpose, a deeper appreciation for education, and memories that continue to inspire me.
Reflecting on the experience, I realise that teaching Tibetan refugees in Dharamsala was transformative on multiple levels. It reaffirmed my belief in the power of education to change lives, taught me how to bridge cultural and linguistic gaps, and reminded me that determination and curiosity can overcome barriers. It also highlighted the importance of volunteering and international solidarity in supporting communities in need. Ultimately, the experience was a reminder that even small contributions—an hour spent explaining a spreadsheet, a lesson on using email, a patient demonstration of a keyboard shortcut—can have a lasting impact when they empower others to build their own futures.
Teaching in Dharamsala was not just about imparting IT knowledge; it was about creating connections, fostering confidence, and participating in a community’s ongoing story of resilience. It remains one of the most rewarding experiences of my life, and it continues to inform how I approach volunteering, travel, and engagement with communities around the world. The lessons I learned in that serene Himalayan town—the value of patience, empathy, and cultural understanding—have stayed with me long after leaving India, shaping both my personal and professional journey.
Even today, when I think back to Dharamsala, I remember the bright faces of students learning to type their first documents, navigating the internet with curiosity and excitement, and helping one another solve problems with patience and determination. I remember walking through the quiet streets after class, the mountains rising in the distance, and the sense that I was part of something larger—a story of resilience, hope, and human connection. That month in Dharamsala was more than a stop on a long journey; it was a lesson in the transformative power of education, a celebration of human spirit, and an experience I will carry with me forever.
