A teacher from Kashmir has made waves on the global stage by being recognized as one of the top 50 educators shortlisted for the prestigious Global Teacher Prize 2026, a significant accolade that shines a light on grassroots education and peace-building efforts, particularly in regions affected by conflict.
Mehraj Khourshid Malik, hailing from Jammu and Kashmir, has garnered this honor from the UK-based Varkey Foundation in partnership with UNESCO. The Global Teacher Prize boasts a remarkable total award of US$1 million (approximately Rs 8.3 crore), although only one educator is selected as the ultimate winner each year from a pool of nominations worldwide.
Malik's path to becoming an educator is deeply intertwined with the realities of life in Kashmir. Growing up amidst ongoing conflict, frequent shutdowns, and instability, he studied under candlelight and faced the daily struggles that many in his region endure. After establishing a successful career at Microsoft, he made the bold decision to return to Kashmir, motivated by a profound sense of purpose and a desire to make a difference in his community.
His journey back home was fraught with challenges, but despite the long shadows cast by years of fear and trauma in the region, Malik approached his work with both patience and determination. Over the past ten years, he has taught not only in traditional school settings but also in unconventional venues such as rehabilitation centers, madrassas, community halls, prisons, and even beneath the majestic chinar trees. His teaching sessions often extend for hours because he believes that transforming mindsets shaped by conflict requires time and sustained effort.
Malik's approach to education combines emotional healing with lessons in ethics, psychology, debate, local storytelling, and real-life experiences. One of his hallmark techniques, known as the “Before and After” method, encourages students to revisit and revise their beliefs through structured reflection and dialogue. This innovative process has reportedly led to noticeable changes in behavior, guiding young people from feelings of resentment and isolation towards aspirations of social belonging and hope.
The Global Teacher Prize profile highlights two key intervention models that Malik developed, which are crucial to his educational initiatives. The first is the Insaniyat Curriculum, a year-long program designed to foster empathy, dignity, and a values-driven approach to education within schools. The second, Sahi Rasta, is a 23-day rehabilitation program tailored specifically for incarcerated youth and those who are particularly vulnerable. This initiative has successfully helped over 500 young individuals break free from despair, militant influences, and self-destructive behaviors. More than 75 school dropouts have returned to their studies, while others have launched small businesses or found jobs in major Indian cities like Bengaluru, Pune, and Delhi.
Beyond his teaching, Malik has created and leads a network of over 1,000 volunteers that includes educators, religious leaders, lawyers, medical professionals, and social activists. Under his guidance, this network engages with communities through mosques, courts, media platforms, and various institutions, advocating for peace, gender equality, civic responsibility, and social dignity. His initiatives encompass drug awareness campaigns, interfaith dialogues, women's empowerment projects, and environmental efforts like Clean Jhelum and Clean Wullar, which connect ecological stewardship with social healing.
Furthermore, Malik emphasizes global citizenship in his teaching, exposing students to various faith traditions, historical sites of coexistence, and mentors who specialize in critical areas such as climate change, poverty alleviation, and human rights. He approaches climate education not through rote memorization but via ethical reasoning and personal experiences, fostering a sense of sustainability as both an individual and collective obligation.
Malik has also dedicated significant effort to enhancing the teaching profession itself, training numerous educators, faith leaders, and school administrators in trauma-sensitive, values-centered pedagogy throughout Kashmir. This endeavor aims to reclaim the dignity of teaching in a region where educators frequently face immense social and psychological pressures.
This year, three Indian educators, including Malik, were selected for the Top 50 out of more than 5,000 nominations received from 139 countries for the tenth edition of the prize. Candidates are evaluated based on their classroom practices, innovative methods, tangible learning outcomes, community impact, and contributions to advancing the educational field.
While being on the Top 50 shortlist does not come with any monetary reward, it is a significant achievement recognized on a global scale. The list will eventually be narrowed down to 10 finalists, with the overall winner to be announced at the World Government Summit in Dubai in February.
Should he win the Global Teacher Prize, Malik intends to expand his healing and rehabilitation programs and to establish a Centre for Transformative Education and Counter-Radicalisation in Kashmir. He views this recognition not merely as a personal triumph but as a victory for the youth in the Valley who, against all odds, choose education, dialogue, and hope over violence and despair.
For Kashmir, Malik’s recognition as one of the world's leading educators represents a rare moment of international acknowledgment for the vital work emerging from this region, underscoring how teaching has become a powerful act of resilience, social repair, and a quiet stand against the trauma that has persisted through generations.
