Nothing Gold Can Stay

  

After observing how my former students (Class 10 C, 2017) with whom I still share a social media group had grown silent for so long, I was intrigued to write this post. 

 

I told them I understood how life sets its own priorities, and how the closeness (friends like teacher-student relationship) we once shared, once precious like gold, slowly fades with time. In explaining how all things come to an end, I also reminded them of what I used to tell them often: to enjoy the moment while it lasts. I have always advised them to value what they had, such as their school or classroom friendships, because such small things that they may appear, will not return once gone.

 

That reflection led me to Robert Frost’s, Nothing Gold Can Stay, a poem which I first studied during my Year eight English literature class. Although the poem hints pessimistic tone, suggesting that everything appearing worthy ultimately ends, I have never read it that way. I have always regarded it, instead, as a call to recognise the value of things precisely because they do not last. No matter how beautiful, strong, or powerful something is, nothing remains permanent. It is only that unlimited human desires that we often wish to hold on to what is fleeting, but we cannot.

As people take pride in their power, status, wealth, beauty, happiness, or fame, my mind goes back to Frost’s lines. And now with maturity in understanding and experience, I have come to realise that Frost’s words are much broader than nature. In his poem, the nature is the surface example, but the deeper idea is that relatable to anything beautiful, valuable, powerful, or seemingly permanent is vulnerable to change, loss, and impermanence.

The poem unfolds in this simple sequence:

Nature’s first green is gold,
Her hardest hue to hold.
Her early leaf’s a flower;
But only so an hour.
Then leaf subsides to leaf.
So Eden sank to grief,
So dawn goes down to day.
Nothing gold can stay.

 

Frost begins with the beauty of nature, describing how the first green of spring appears almost golden and precious, but quickly changes into ordinary leaves. He then connects this temporary beauty to the loss of Eden and the passing of dawn into day, suggesting that everything precious is eventually subject to change or loss with time. What makes something gold in Frost’s sense is not only its beauty, but its brevity. The very fact that it cannot be held is what gives it its worth. It is this idea, gold as something precious because it is fleeting, that runs through each of the reflections below.

Status

A person who rises to prominence and fame may become respected, admired, famous or socially important. But often they fail to recognise that such status (gold) that gleams brightest at the point it is gained is temporary. 

We observe someone’s success celebrated in the workplace but almost quickly forgotten when one resigns from the job. A once powerful political leader after losing power is almost invisible. A famous person loses relevance to the society when celebrity gene dies. Even a person who seems indispensable can be replaced.

 

Power

People possessing power tend to feel that power is permanent. For example, some leaders across the world believe that the system or the world exists or revolve around them. A powerful institution or world’s superpower may believe that their authority and dominance will last forever. 

Like Frost’s first green, power appears strongest exactly when it is least likely to endure, mistaking its brief hour of dominance for something lasting. But history has it that even the strongest empires collapsed. Power of common people can change governments, and therefore some leaders fall. Institutions, however mighty or powerful, lose influence. People who once controlled others eventually become powerless.

 

Wealth

People who are affluent and well-off often display as if their wealth can secure their life without any illness, instability, or misfortunes. Yes, money can buy comfort, convenience, or better opportunity, but wealth can also disappear one day like any other thing. Even when the money remains, the person who accumulated it eventually leaves it behind. Wealth, too, is gold in the literal sense that it can be accumulated, displayed, and admired. However, it slips from one’s grasp exactly as Frost describes, quietly and inevitably.

 

Relationships

A friendship can be extraordinarily close at one stage of life and then gradually change. Even our own children one day grow away from their parents. Lovers who promised heaven during the first meet change. People move to different places to fulfil their own life’s priority and aspirations. 

That does not necessarily mean that the relationships are meaningless. Like the first green of spring in Frost’s poem, a friendship is often at its most golden precisely because it does not last, and its temporary nature is what makes the experience precious.

 

Human Achievement

In today’s world, anything, such as promotion, recognition, or awards, that one achieves is considered gold or even more valued than gold. As one achieves the dream that they worked towards for many years, for a moment, they experience recognition, satisfaction, and fulfilment. That moment is an early leaf of gold. As time pass by, those accomplishments go on the shelf. The applause stops. Although the achievement is real, the feeling of having achieved it is temporary.

 

Political or Social Systems

Thinking of so-called global superpowers, leaders of this society increasingly believe that its current order is permanent and that their political ideology will always dominant. Likewise, a group of elites or wealthy class of certain community assume to appear untouchable. But it is only a matter of time that what looks unshakeable may not remain exactly as it is. Everything is bound to change, collapse, or completely be gone.

That, perhaps, is why Nothing Gold Can Stay.

Playing Not to Lose vs Playing to Win

 

Watching how Argentina versus England approached their World Cup semi-final match today took me back to my Health and Physical Education (HPE) classes, where I first came across some popular ideas from Sports Psychology: Playing Not to Lose and Playing to Win.

This well-known phrase is used to describe the contrasting mindset of the sports players or team. But in our everyday conversation of matches, teams are usually described as either defensive or offensive. That does not mean that it is incorrect. 

 

The difference is that, Playing Not to Lose and Playing to Win describes a mental attitude whereas being defensive and offensive are tactical choices. So, there is a subtle difference. For example, a team playing to win often looks offensive, but a team can actually play defensively and while still having the mindset of playing to win. 

 

Playing Not to Lose is the mindset of those who are ahead, at least at that point in the game time. They play so that their current position or outcome (e.g., score) stays unchanged. To do this, tactically, they often show an defensive play, trying to stop other team's chances rather than pushing forward. The team slows the tempo of the game, absorbing pressure from their opponents. 

On the other hand, playing to win is the mindset of those who refuse to accept their current position, whether ahead, level, or behind. Such teams play so that the outcome keeps moving in their favour. Tactically, to do this, they often show offensive play, trying to score against the other team from every possible chance. The team maintains or increases the tempo of the game, constantly applying pressure to their opponents.   

England: Playing Not to Lose

England was aggressive and dominant for the first half of the match, right up until they took a 1-0 lead. After scoring the goal, the team spent the majority of the remaining time playing not to lose.

The players dropped back. The substitutions made by the coach was visibly defensive by changing those in the defence lines using tall players to control crosses from Argentina. This narrow approach invited pressure from Argentina and ultimately backfired when Argentina capitalised with two late goals to secure a 2-1 victory. 

 

Argentina: Playing to Win

Argentina, by contrast, was Playing to win. Until England’s only goal in the 55 minutes, they had been largely dominated. However, even while trailing, they maintained an aggressive attitude and kept attacking rather than accepting that 1-0 score line. Their persistence in the last minutes of the game, of course assisted by one and only, the Goat Lionel Messi, produced two goals that eventually sealed the match, securing a dramatic comeback and booked a spot in the World Cup final. 

 

Analysing these two teams together, one can easily understand their contrast in stability. England’s mindset was reactive, dictated entirely by the scoreline. By scoring one goal, it was enough to make them defensive. On the other hand, Argentina’s did not change how they played even after conceding. Instead, the scoreline moved their mindset differently. 

Fighting. 

Levelling. 

and then,

Leading. 

The Tragedy of the Commons

The recurring reports of the most insidious man-made virus, widely known as Corruption, across mainstream and social media remind one of Garrett Hardin’s Tragedy of the Commons. 

No matter how moral and respectable a nation may be, how spiritual and holy its people claim to be, and how generous and philanthropic the rich and powerful are, I believe, there exists no place on Earth that has escaped the clutch of this artificial virus. The most common symptoms of this viral infection include bribery, nepotism, favouritism, misuse of power, embezzlement of public funds, rigged contracts, political patronage, and exploitation of public office for private gain. 

When its infection spreads silently and relentlessly, it weakens the health of our institutions, erodes the fabric of public trust, and leaves societies exposed to inequality, inefficiency, and decay.

 

Tragedy of the Commons

The Tragedy of the Commons refers to a situation where something that is shared by everyone (e.g., land, water, or public fund) is overused or exhausted because individuals act in self-interest for a short-term gain. 

The key message of this phenomenon is that when individual selfishness rules over collective good, it is everyone that eventually suffers (hence tragedy). It is a moral and social issue that reflects how human greed, corruption, and neglect can destroy what we all depend on together. 

In today’s world, this analogy can be used to understand the health of our public systems, institutions, and national wealth. For example, when individuals or groups take more than their fair share or use what belongs to everyone for their own gain, it is the society that suffers at the end. 

Modern Examples 

Misuse of public funds. 

When officials or influential individuals (e.g., politicians) use public money and natural resources for personal enrichment through corrupt practices, they shrink or deplete the nation’s shared wealth and resources. While the powerful grow richer through such practices, it is only the poor and innocent who suffer, losing access to basic services such as health care, education, and infrastructure. 

Exploitation of public institutions. 

Another example is when people in authority use their connections to secure jobs, contracts, or privileges for friends and relatives. When a few individuals engage in such self-centred practices, it is the public trust and merit-based systems that are victimised and eventually forced to collapse. When such practices keep happening, institutions lose their credibility and efficiency.

Consequences 

The scar left by this viral infection can be deep and long-lasting. The shared resources that should serve everyone will become exhausted. 

The gap (inequality) between haves and have-nots will widen. This means, while a small number of people gain wealth and power, it will be the majority that would be left with fewer opportunities and weaker systems of support.

Public trust and confidence will collapse and decay, and people will start losing faith in anything that requires collective action. By then, institution of any kind will lose their purpose and efficiency. 

If left unchecked, the most non-curable consequence in the society would be its long-term instability. As inequality and mistrust grow, societies face protests, unrest, and even violence, social phenomena that are not very new to every nation these days. 

As Hardin cautioned, when the commons are left unguarded against human greed, collective ruin becomes inevitable. Unless societies develop moral antibodies through integrity, transparency, or shared responsibility, the tragedy of the commons will continue to unfold as everyday drama within our society.

 

Some Beauties are Better When Untouched

Almost a decade ago, in 2016, I deliberately began stepping back from social media, especially Facebook. Although I still use it occasionally, it is no longer a visible or active part of my daily life.

 

It was not an impulsive decision, nor a dramatic rejection of the digital world. It was a quiet understanding, born from observation and experience, that not everything needs to be shared, explained, or seen. 

 

Late recently, one of my students once asked, why do I keep such a low profile online? 

The question was innocent, yet it lingered with me. I could have spoken about privacy, or the pressures of constant visibility, but my response was simple:  

 

Some beauties are better when left untouched.

 

In our age, the instinct to document and display has become so automatic that we often forget the value of restraint. But I have come to believe that not all thoughts are meant for the timeline, not all experiences are meant for a like, and not all beauty survives exposure. The joy of a quiet morning, the grace of a passing thought, the sanctity of a personal milestone, these lose something when they are filtered, captioned, and projected outward.

 

I have observed that what we share is not always received as we intend. The words we post, the photos we publish, the opinions we express, pass through the lens of others’ perceptions, shaped by their moods, experiences, and assumptions. What is meaningful to us may be misunderstood, misread, or even twisted. That is the nature of the public square. But some things are too delicate for that stage. 

 

Keeping away from social media is, for me, an act of protecting the stillness of certain inner spaces, places where thoughts are raw, relationships are sincere, and self-worth is not measured by engagement metrics. It is not about fear or detachment, but about reverence. Like Bhutan’s unclimbed mountains, like a sacred text never fully spoken, some parts of life are most beautiful when left untouched, unposted, unargued, and unseen.

 

My Story With Social Media 

My social media journey began in 2006 with Hi5, popular during my college days. Over time, Hi5 faded away without me needing to deactivate my account, as platforms like Facebook took over. I still remember chatting with a woman (as her profile claimed) named Tiger Park for almost a year. It was funny yet strange to connect with someone I never met or knew was real but kept taking my private time and space. And my feelings. 

 

As Facebook grew in popularity, I joined like many others, appreciating how it helped me to connect with new people and reconnect with long-lost friends and distant relatives. Nonetheless, I realised that maintaining genuine, meaningful relationships requires presence and depth, qualities that constant online engagement often undermines. I chose to gradually step away from the platform to preserve the authenticity of my connections and my own peace of mind.

 

Later, WeChat became my primary platform for both personal and professional communication for some time until I found that the constant stream of messages, often mixing personal, professional, and group chats, began to fragment my attention and intrude on moments of quiet reflection. I realised that being always reachable is not the same as being truly connected, and so I chose to step back to reclaim focus, boundaries, and mental clarity.

 

I also explored Instagram and connected with a few close friends there. However, I deactivated my account within a month because the platform did not enrich my life in a meaningful way.  

 

Subsequently, I joined Twitter, a platform widely used by news agencies, primarily to stay updated with current affairs. However, over time, I noticed that while not all celebrities and political figures behave this way, an increasing number use the platform to create chaos and spread false rumours, driven by power, ego, and a sense of supremacy. This trend made me uncomfortable and led me to distance myself from the platform.

 

Eventually, I joined LinkedIn after hearing during my PhD that it was an excellent platform for professional networking and connecting with individuals sharing similar career interests. However, the more updates I receive, the more I noticed people publicising their microactions and engaging in self-promotion of ideas, making this platform a bizzarro Facebook, one that I have stepped away from almost a decade ago.  

 

Does this imply I am Off Social Media? 

 

Absolutely not. 

 

In fact, in today’s world, living without social media is nearly impossible. It plays a central role in how we connect, communicate, and stay informed. 

 

However, there are professional, personal, and social reasons that determines my social media usage. 

 

Professionally, reducing screen time helps me stay focus, maintains my professionalism, and at times, avoid or minimises the risk of sharing anything that could be misunderstood or breach confidentiality.

 

Personally, it supports mental clarity, better time management, and the preservation of privacy.

 

Socially, it is my way of respecting others by not overwhelming them with content that may be disturbing, divisive, unhelpful, or unnecessary.  

 

What I Post on Social Media  

Social media platforms (particularly Facebook) serve as useful tools for revisiting and storing past activities through features such as Stories and Memory reminders. The search function also makes it easy to trace one’s personal history on the platform.

 

For this reason, whenever I reactivate my Facebook account, I primarily use it to share links to videos that I find insightful and beneficial, both for personal and professional consumption. I also upload my vintage photographs, as digital storage devices are prone to damage or loss over time.

 

However, I have customised my privacy settings so that no one else can view the links I share or the updates I post. This decision has greatly reduced my concern about distracting others with content that may not be relevant or meaningful to them. What I find insightful or valuable is often deeply personal and does not always translate in the same way to others. In fact, I believe that some thoughts, memories, and moments are meant to remain personal and cherished in private rather than shared publicly. 

 

Just because I am connected, for example as Facebook friends, does not necessarily mean every aspect of my life needs to be displayed or broadcast with larger social circle. Because social media has cultivated a culture of visibility, many of us mostly feel obliged to share every experience. But I have come to value quiet reflection over constant sharing publicly. For me, meaningful moments do not need validation through likes or comments. They hold their worth in silence too. 

  

What I do not Post on Social Media

 

I am not writing to present myself as a person with exceptional social media discipline, but I simply share my personal shift in awareness. Over time I have become increasingly mindful about what and why I choose not to share online (except my blog where I have my control). While social media offer opportunities to connect, inform, and express, as stated earlier, I have come to believe that not everything needs to be made visible or public. At times, it is the small act of keeping some things private that gives its meaning and value. 

 

That is why, things associated with my personal milestones, family matters, or emotional experiences are never posted on social media. These moments belong to an inner circle of people with whom I share genuine connection and for that I do not need any audience. Likewise, the feelings that unfolds today due to the reaction of my emotion change the other day. 

I also refrain from posting opinions that may spark unnecessary conflict or misunderstanding. In this era of social media, there is nothing that can provoke our reaction. But not everything needs our opinions or response. 

 

Moreover, I avoid posting content for the sake of attention or affirmation. I do not believe every meal, sunset, or thought needs to be recorded or validated by likes. There is beauty in living quietly, in allowing some experiences to remain known only to oneself.

 

Hence, what I do not post is just as intentional as what I do. In an age of flooded with oversharing of public or private materials, I find peace in stepping back, in choosing silence, thoughtfulness, and authenticity.

 

Reinventing the Wheel

  

In one of my earlier posts, I mentioned having edited over 15 theses on a pro bono basis. I have lost count of the research manuscripts I have drafted, revised, and reviewed, freely offering my private time and limited expertise to support and encourage both friends and strangers alike into academic engagement. 

Unfortunately, despite these efforts, it is disheartening to witness that some individuals are not encouraged by the commitment I have shown in encouraging them to think creatively. Instead, they turn to replicating what has already been done. This troubling pattern reveals a silent crisis in academic integrity, where convenience is chosen over creativity and shortcuts over originality. Such tendency to replicate rather than innovate is often described as reinventing the wheel. 

 

Personal Experience

I encountered this phenomenon of reinventing the wheel firsthand when an author, somehow known to me through academic engagements, sent me his manuscript for review before submitting it for publication. To my disbelief, not only had he plagiarised the core idea, but he had also boldly claimed that his work was the first of its kind in our (Bhutanese) context. What struck me even more was the irony that he had asked me, the original author, to review his copied manuscript. 

Although, I do not claim to have done groundbreaking research, but it was disheartening to witness such disregard for academic honesty. What troubles me is not just the act of copying, but the growing tendency to ignore or dismiss previous work. As research scholars, we have that room in the form of literature review and discussion section to acknowledge those who have done similar works before us. Still, many avoid acknowledging others, because we want to be seen as the first, even when our work is nothing new.

What we fail to realise is that genuine academic contribution does not come from repeating what has already been done, but from building thoughtfully upon existing work. For example, rather than using the same research instrument (e.g., a same questionnaire with a different name) to investigate a concept that has already been extensively explored, one could adopt a new research paradigm (e.g., positivism or interpretivism) or theoretical frameworks (e.g., social constructivism) to approach the topic from a fresh perspective. In doing so, the findings may offer novel insights and contribute meaningfully to the existing body of literature, rather than simply repackaging old ideas under new names. 

In my PhD thesis, I have explored how students' social bonds influence their metacognition in learning science. Metacognition has been the subject of extensive study for over three decades, leaving little apparent room for novel innovation. However, as I engaged with the literature, I observed that much of it was framed from an individualistic standpoint. That is, metacognition was viewed as internal process or self-contained mental activities occurring within individuals, largely detached from their social or cultural contexts.

But in my thesis, I have argued that metacognition is a social phenomenon (stimulated by social interaction), drawing upon a sociological theory to contribute to a holistic understanding of metacognition, while also complementing the existing psychological and cognitive viewpoints. I have also used multi-methods (e.g., synchronous observation technique, social bond dairy, one-on-one interviews, and researcher fieldnotes), with a research strategy grounded in a qualitative approach (e.g., single case study) within an interpretive paradigm. This was purposefully done to avoid reinventing the wheel, considering the previous literature that has predominantly relied on quantitative measures (e.g., questionnaires, tests) informed by a positivist framework.

 

"... genuine academic contribution does not come from repeating what has already been done, but from building thoughtfully upon existing work"

Academic Dishonesty 

Plagiarism, whether deliberate or accidental, undermines the very essence of academic scholarship. When I encountered the plagiarised manuscript, I chose a subtle approach by gently prompting the author to consider whether his work was truly the first of its kind especially in our context. Recognising it as a direct imitation of my own work, I also sent him a link to my published paper along with other related materials asking him whether his version offered anything genuinely new.

I did not do this in the hope of being cited, but rather with a believe that it might lead him to reflect on the originality of his work (if he was innocent) and, at the very least, acknowledge prior research in his literature review with honesty (if he was ignorant). To my dismay, he insisted that his study was entirely different. The more I tried to engage him in a conversation about academic integrity and honesty, the more defensive and aggressive he became, insisting that his work was innovative and original in every respect.

Eventually, I chose to quietly move away from further interaction and quietly disengage from any communication lines with those so-called researchers who mistake imitation for intellectual contribution. 

 

The Rise of Predatory Journals

Compounding the issue is the proliferation of predatory journals, publications that operate with little to no academic rigour and lacking reputable editorial boards. 

Despite these obvious shortcomings, many researchers are drawn to them for the promise of quick and effortless publication, typically in exchange for a modest fee (often promoted as a discounted charge). Predatory journals are not concerned with the originality or scholarly merit of the work. Their primary motive is profit which is largely obtained by preying on those eager to see their names in print. 

I am neither in a position to question nor entitled to pass judgement on the choices others make. However, when an individual reproduces someone else’s work and publishes it in seemingly questionable journals, it raises serious concerns. Not only in terms of academic integrity but also about the erosion of genuine scholarship. Such practices undermine the value of original research and contribute to a culture where superficial output is mistaken for meaningful contribution.

What is even more disheartening is the way some academics seek affirmation by posting certificates from these dubious journals on social platforms, mistaking the mere presence of the word International in the title for a mark of genuine academic honour and rigour.

 

Promotions and Misplaced Priorities? 

If I have heard it correctly, one of the driving forces behind this trend of quick publication is the flawed nature of our promotion system. Promotions have now increasingly been determined by the quantity of publications, with no or little regard for the quality or originality of the research. The committees evaluating these applications often consisting of technical personnel rarely scrutinise these finer details because as long as the required documents are in order and the prescribed set of criteria are formally met, they tend to assume that promotions is guaranteed. 

The consequences of these shortcuts extend beyond individual careers. By publishing in predatory journals, scholars kill their own creativity, critical thinking, and innovation. This not only devalues their hard work and sacrifices but also jeopardises the academic integrity of the entire community. When the pursuit of quick wins replaces genuine intellectual inquiry, the quality of research and by extension, the reputation of academic institutions, suffers immensely.

 

A Call for Academic Integrity

It is imperative to address these growing concerns by fostering a culture of genuine scholarship. Academic institutions must implement stricter policies to combat plagiarism, discourage publication in predatory journals, and reward originality and innovation. Equally important is the need for promotion committees to move beyond mere checklists and adopt a more nuanced and rigorous approach to evaluating research contributions. Without consequences for poor work ethics and without incentives for genuine effort, there will be little motivation for scholars to pursue meaningful academic work.

By embracing shortcuts and prioritising quantity over quality, the endless cycles of reinventing the wheel will only continue unbated. 

 

Prioritising Websites Over Social Media

In an era where technology dominates almost every aspect of life, education cannot afford to lag. Schools are integrating smart classrooms, online learning tools, and digital resources to enhance student engagement. 

However, recent policies restricting the use of social media for homework assignments raise a critical question: how can schools provide structured digital learning environments without proper platforms? 

One practical solution I find is that the schools can create their own websites. 

While this may not significantly reduce students’ screen time, it can transform screen use into a more purposeful and structured academic experience.

 

Nowadays, a school having their own website is no longer a luxury. A school website can function as a central hub for communication, academic resources, and academic management (e.g., homework, assessments, announcements), providing a structured and distraction-free learning environment. 

However, many of our schools still lack official websites and instead rely heavily on social media platforms (e.g., Facebook, WhatsApp, or Telegram) to disseminate information, which is often associated with significant drawbacks. 

Why Our Schools Need Websites?  

Although these reasons are not exhaustive, having a dedicated school website instead of a social media page offers the following advantages:

 

A Centralised Portal

A school website is more than just a digital presence. It can be more than a centralised hub for communication, academic management, and resource sharing. 

In the context of homework, a well-maintained school website can solve many of the issues faced by teachers, students, and parents.

 

For example, a dedicated homework portal within a school’s website would serve as an organised and reliable platform for both teachers and students. This will enable teachers to systematically post homework, assignments, and academic materials, ensuring that students have a single go-to place for their tasks.

 

Unlike social media platforms that are bombarded with non-academic distractions, a school website would provide a focused academic space. Assignments can be categorised based on subjects, deadlines, and importance, making it easier for students to manage their workload efficiently. Students can access learning materials at any time, reducing confusion about missed assignments and submission deadlines.

 

Way for a Structured Communication 

Most of the social media platforms used by the schools to communicate with parents or students are not designed for structured communication. A proper school website can do this by enabling parents to track their children’s assignments, school events, and academic updates in real-time without wading through unrelated content. 

 

Schools can post announcements, circulars, and timetables in their website where they remain accessible and well-organised. Unlike social media pages, which require constant moderation, a website provides a more controlled and professional platform for school communication.

 

Distraction-Free Platform 

I acknowledge that social media platforms also offer educational content, but as their name suggests, they are primarily designed for social purposes, that are mainly driven by entertainment and social networking intent.

 

This means, when schools rely on social media pages, the end users (mostly students and parents), are exposed to irrelevant advertisements or videos that can divert attention. As we are aware, social media algorithms are designed in such a way that it keeps users engaged for as long as possible, leading one to endless scrolling and non-educational engagement.

 

Resource Repository

A school website can also act as a structured digital library, offering students a wealth of educational resources without social media distractions. Schools can upload e-books, past papers, tutorial videos, and interactive lessons tailored to support learning beyond the classroom. 

In this way, a website can be a digital gateway to structured content focused on academic growth. Subject-specific pages can be created where students can explore extra reading materials relevant to their curriculum. Recorded lectures, online discussion forums, and expert guest talks can also be archived for future reference.

 

School Information Board

A school website can ensure all official updates to be found in one place. Having everything in one controlled and structured place can enhance consistency and reliability in information quality and communication. A website can also enhance easily accessibility of important notices, policies, and academic materials thereby promoting schools’ commitment to academic excellence through organised communication. 

 

Promoting A Hybrid Learning 

I believe that a school website can also integrate both digital and offline learning methods. For example, teachers can post digital versions of assignments alongside printable worksheets, ensuring inclusivity for students with limited internet access. Schools can provide downloadable resources that students can access offline, reducing excessive screen exposure. Interactive quizzes and self-assessment tools can be embedded, making learning more engaging and allowing students to track their own progress. 

 

A contemporary learning approaches (e.g., flip classroom, blended learning) can be encouraged, where students engage with online content but also complete tasks that require handwritten submissions.

 

Showcasing School Events

Using website, schools can highlight student achievements, academic success stories, and extracurricular activities, fostering pride and motivation among students. Success stories and alumni testimonials can be featured, inspiring current students to aim higher. Digital newsletters and updates can keep students and parents engaged with the school community.

 

Protecting Privacy

School websites can significantly help in addressing privacy concerns by providing a secure and controlled environment for school-related discussions and information sharing. 

In contrast to social media platforms, school websites allow administrators to control access, restrict user permissions, and safeguard sensitive academic information. For example, as the administrator of my blog, I can delete any unusual comments or spam messages before they become visible to others.

 

Websites can be customised to ensure that only authorised individuals such as students, parents, and staff can access important resources through password-protected portals or login-based systems. In this way, schools can minimise data vulnerability and protect student privacy. This controlled and structured approach not only enhances data security but also fosters a more focused and professional academic environment.

 

Should Schools Stop Using Social Media Completely?  

Absolutely not. My argument is not about it either. Social media is undeniably inevitable and necessary in today’s world. However, it should serve as a complementary or supplementary tool rather than a replacement for a structured digital platform like school websites. Schools can take a noble approach in integrating the use of social media with school websites. 

 

For example, instead of posting full updates on social media, schools can share website links on social media pages. This will ensure redirecting users to the school’s official page for structured information. Social media can be used for a quick and short notifications, but the full details can be provided on the school website.

 

Cost-Effective Ways to Build Websites  

Schools that are unable to afford website hosting or domain registration or website maintenance can try using free website platforms like Blogger, WordPress.com, Google Sites, and Wix (free plan) that offer excellent alternatives. 

 

These platforms provide free hosting and can facilitate schools to create a structured digital space for announcements, assignments, and resources without worrying about recurring expenses. Instead of paying for a custom domain, they can use the default subdomains these platforms provide (e.g., schoolname.blogspot.com). This way, schools can establish an official online presence without financial strain while ensuring students and parents have access to essential information.

 

For example, I have been using Blogger since 2012. Thirteen whopping years and still running without spending anything on website maintenance. Every teacher in our schools has attended the Chiphen Rigphel project. Thanks to this project that I was able to create my own blog without any technical expertise.

 

 

Way Forward

In the light of recent controversy over assigning homework using the social media platforms, I argue that a school website can potentially transform screen time from passive engagement to purposeful learning, ensuring that technology serves its intended educational purpose. 

Investing in structured digital platforms is not just a step forward, but it is an essential evolution in modern education. Schools must embrace technology wisely, and having a dedicated website is a critical step towards organised, inclusive, and future-ready education.