Entrepreneurship skills are isolated from school science curricula in the context of Nepal. The study explores the students' engagement in the school garden for entrepreneurship resulting in sustainable education. It explicitly reconnoiters the interconnection between entrepreneurship skills through mushroom farming and the curricula of basic-level public schools. Also, the study explores the pedagogical approaches to contextualized teaching and learning for sustainable education for a new good life. A qualitative research design under the interpretivism paradigm with a purposive sampling technique was employed to select the schools and the research participants. Qualitative data were collected through eighteen in-depth interviews and nine focus group discussions and were analyzed using the Atlas-ti software. The study found that students, parents, and teachers actively engaged in mushroom farming in the school connected activities with curricula and enjoyed learning by earning. The contribution of this study chiefly lies in making a new good life through mushroom farming for economically backward parents. It is recommended that the Ministry of Education of Nepal’s government needs to formulate policies regarding entrepreneurship-based sustainable education in the context of school education in Nepal.


qualitative research, interpretivism paradigm, entrepreneurship, mushroom cultivation, school garden, sustainable education

Author Bio(s)

Kamal Prasad Acharya is a lecturer of science education, teaching at the Department of Science and Environment Education, Central Department of Education, Tribhuvan University, Kirtipur, Kathmandu, Nepal. He teaches science pedagogy and research methodology to graduate and post-graduate level students and involves in science education research projects in Nepal and abroad. He is the author of science education national and international peer-reviewed research journals in the field of the science curriculum, meaningful engagement of students, science teacher professional development, and participatory action research. He has published several research articles in international peer-reviewed journals. He did his Ph.D. on the topic "Activity-based science learning through school gardening: A participatory action research in Nepal" as a fellow of the NORHED/Rupantaran project under the Graduate School of Education, Tribhuvan University, Nepal. His areas of expertise are school gardening, inquiry-based learning, and participatory action research. Please direct correspondence to kamalacharya@tucded.edu.np

Milan Acharya is a teaching assistant at the Health, Physical and Population Department, Sanothimi Campus, Tribhuvan University. Prior to that, she was working as a teacher trainer for school teachers in public and institutional schools in Nepal. She did her M.A. in population studies from the Central Department of Population Studies and M.Ed. in population education from the Central Department of Education, Tribhuvan University, Nepal. She is an MPhil scholar at the Graduate School of Education, TU. Areas of her research interests are qualitative research, population education, child right, engaged learning, pedagogical approaches, and research. Also, human rights is another subject of concern for her academic career. She has been teaching graduate and undergraduate students for more than five years. She has published articles in a variety of national and international journals and publication presses in the field of the above-mentioned areas. She may be contacted by e-mail at milanpanga123@gmail.com.

Krishna Bahadur Somai Magar is a researcher. He has published more than thirty articles in a variety of national and international peer reviewed journals and publication presses in the field of biosynthesis, pedagogy, entrepreneurship, and laboratory analysis. He presented his research at more than a dozen international conferences. He may be contacted by e-mail at krishnasomai@gmail.com.


We want to thank reviewers Antonio Gutierrez and Ron Chenail for providing scholarly guidance and corrections to prepare this paper in its final form. We are grateful to other reviewers and editors of the TQR for their suggestions, comments, and directions that helped make this article publishable. Likewise, we would like to thank students, teachers, and parents who contributed largely to this study by engaging themselves in the school gardens. Likewise, we are indebted to the Research Coordination, and Development Council (RCDC), Tribhuvan University (http://tribhuvan-university.edu.np/), Nepal, 2022 for providing the National Priority Area Research Grants. Sincere thanks go out to the Research Management Committee members for providing us with scholarly guidance.

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