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Faculty of Graduate Studies

Riya Shrestha

  • BSc (London Metropolitan University, 2023)

Notice of the Final Oral Examination for the Degree of Master of Science

Topic

Towards a Learning Ecosystem: Student Growth and Learning in a Community-Engaged Learning Program in Nepal

Department of Computer Science

Date & location

  • Wednesday, April 22, 2026

  • 1:00 P.M.

  • Engineering Computer Science Building, Room 548

  • & Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Daniela Damian, Department of Computer Science, University of Victoria (Supervisor)

  • Dr. Navneet Popli, Department of Electrical and Computer Engineering, UVic (Member) 

External Examiner

  • Dr. Tony Clear, Computer Information Sciences, Auckland University of Technology 

Chair of Oral Examination

  • Dr. Christopher Douglas, Department of English, UVic

     

Abstract

Engineering and computing students in developing countries often develop strong technical skills, but have limited opportunities to work directly with the communities their software is intended to serve. This thesis examines how community-engaged learning can help address this gap. 

This study draws on 13 in-depth interviews with participants from three cohorts (2022–2024) of the INSPIRE program, a community-engaged learning initiative that connects Nepali and Canadian student teams to work on real projects for social organisations. Three main themes were identified: program design and structure, including supportive mentorship, interactive workshops, and global collaboration; student learning outcomes, such as technical skill development, confidence, and career readiness; and community engagement through regular interaction with partner organisations. 

The findings suggest that these elements work together in ways that point towards an integrated learning environment. Supportive mentorship created a psychologically safe environment in which students were willing to engage with technical challenges. As their skills developed, students engaged more effectively with community partners. Working on real social problems gave students a strong sense of purpose that sustained their motivation throughout the program. 

These findings suggest that the program moves towards what might be described as a learning ecosystem- an environment in which mentorship, experiential learning, and community engagement interact to support student development in ways that no single element could produce alone. This study contributes empirical evidence from multiple cohorts in a developing country context. The findings show that meaningful professional and personal learning can be intentionally supported within a short, resource-constrained program when mentorship, workshops, and community engagement are deliberately aligned. 

Keywords: community-engaged learning, ICT4D, Nepal, thematic analysis, psychological safety, experiential learning, learning ecosystem, developing countries

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