Dr. Kamal Koirala | Science Education | Best Scholar Award
Researcher at Tribhuvan University | Nepal
Dr. Kamal Prasad Koirala is a dedicated academic and researcher in the field of science education, with a strong focus on connecting indigenous knowledge systems with modern school science. His scholarship explores multicultural and ethnoscientific approaches to teaching, aiming to make science education more inclusive, transformative, and contextually relevant. He has contributed significantly to both teaching and research at the university level, while also shaping educational practices in schools across Nepal.
Publication Profile
Scopus
Orcid
Educational Background
He holds a PhD in Science Education from Tribhuvan University, where his doctoral research examined the integration of Vedic and ethno-scientific knowledge with the school science curriculum of Nepal. He earned his Master of Education degree with a specialization in Chemistry Education and a Bachelor of Education degree in Science Education, both from Tribhuvan University.
Professional Experience
Dr. Koirala has extensive teaching and academic leadership experience. He has served as a university teacher at Tribhuvan University, contributing to science education at undergraduate and postgraduate levels. Prior to this, he taught for several years at Gorkha Campus, where he also held administrative roles such as department head of Mathematics and Science Education, coordinator of the Research Management Cell, and assistant campus chief. Earlier in his career, he gained valuable classroom experience as a science and pedagogy teacher at primary, secondary, and higher secondary levels in various schools.
Research Interests
His research interests lie in science education, curriculum development, multicultural classroom practices, transformative and equitable pedagogy, indigenous knowledge systems, STEAM education, and the integration of socio-cultural perspectives in teaching and learning. He has published widely in peer-reviewed journals, including internationally recognized outlets indexed in Scopus and SCImago.
Awards and Honors
Dr. Koirala has been the recipient of multiple research grants and fellowships. His projects have been supported by the University Grants Commission of Nepal, Tribhuvan University’s Rector Office, Dean’s Office, and Research Management Cells. His funded studies have addressed themes such as privatization in education, assessment practices in science teaching, culturally diverse classrooms, and STEAM-based curriculum innovation.
Research Skills
He possesses expertise in both qualitative and quantitative research methodologies, including phenomenological studies, curriculum analysis, and mixed-methods research. He has demonstrated proficiency in statistical methods, open and distance learning, and the application of formative assessment systems. His fieldwork experience includes collaborations with institutions such as CERID and the British Council, where he contributed to large-scale educational studies on library and laboratory management, integrated curriculum, and audiovisual materials in teaching.
Publications
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Unveiling the pedagogical epistemics of science teaching in a multicultural classroom: a case study of Gorkha campus, Gorkha
Year: 2025
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Pedagogical challenges and possibilities of critical thinking in the culturally diverse classroom: connecting secondary science teaching with STEAM approach
Year: 2025
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De/colonizing epistemic of science teaching styles among novice and experienced teachers in Nepal: a case study of multicultural classroom
Year: 2025
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Indigenous Science and School Science Curriculum: Possibilities for Integration in Nepal
Year: 2025
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Transformative and equitable science teaching in the culturally diverse classroom: application of formative assessment system
Year: 2025
Conclusion
Through his academic journey, Dr. Koirala has established himself as a leading voice in science education reform in Nepal, bridging traditional wisdom with modern scientific pedagogy. His teaching, research, and leadership roles reflect a commitment to fostering culturally responsive and equitable education. By linking indigenous knowledge with contemporary educational practices, he continues to inspire transformative approaches in science education that are both globally relevant and locally grounded.