Asian Journal of Education and Social Studies

This study explores the challenges and opportunities of implementing a geography-centered local curriculum in Nepal’s community schools. The research applies a purposive sampling method, in which two public schools from the Kathmandu district are selected. The research article has both primary and secondary data. The data are collected through interviews, discussions, and observations among students, teachers, head teachers, and municipality officers. It identifies some barriers: limited resources, a lack of training for teachers, outdated teaching methods, and a lack of modern technologies and field-based learning. These factors are the cause of poor engagement and practical learning about local geography among students. Although the policies in Nepal focus on localized education, their implementation is very weak. The research proposes the adoption of Piaget's Constructivist Learning Theory, adding experiential learning, and the use of digital tools like GIS. This echoes the call for revising the curriculum on geography and cultural diversities in Nepal by appropriate revisions. Similarly, reforms will be required to achieve effective curriculum enhancement, community involvement, and better opportunities available to the students in teacher training, integrating technology, and policy changes.