BLENDED LEARNING METHODOLOGY: CHALLENGES

                          AND OPPORTUNITIES

Annotation:  This article looks at blended learning as a new way of teaching that combines traditional classroom teaching with digital tools. It talks about the main problems with blended learning, like digital inequality, teacher readiness, and student self-discipline, as well as the main benefits, like flexibility, personalised learning, and better student engagement. The analysis stresses that to make blended learning work, you need to plan ahead, get help with technology, and change the way you teach. The results indicate that blended learning, when implemented effectively, can substantially improve educational quality and foster a more equitable and forward-looking instructional approach.

Key words: blended learning, flexibility, personalised learning, student engagement, flipped classroom, independence, self-discipline.

The fast growth of information and communication technologies has changed the way schools around the world teach. Blended learning, which combines traditional classroom instruction with online or digital learning activities, is one of the most popular methods in recent years. The goal of this model is to combine the best parts of both in-person and online learning to make the experience more dynamic and focused on the learner. Blended learning does offer many ways to make education better and more accessible, but it also comes with a lot of problems that teachers and schools need to solve.

One of the best things about blended learning is that it gives both students and teachers a lot of freedom. In a traditional classroom, students can only learn at certain times and places. With blended learning, students can access educational materials whenever and wherever they want. For instance, learners can upload lecture videos, digital readings, or recorded presentations to online platforms so they can study at their own pace. This is especially helpful for students who work or have family responsibilities because they can change their study schedules to fit their other commitments. Additionally, accessibility implies that students are not constrained by physical or geographic boundaries. By connecting to the institution’s online system, a student in a remote location can take a university-level course without having to move. Additionally, students who find it difficult to follow along in in-person classes can go over online resources several times until they grasp the material completely. For example, if a student struggles with a mathematical concept, they can practise with interactive exercises, pause at complicated steps, and replay the tutorial video—something that is frequently not possible during live classroom instruction. Thus, accessibility and flexibility not only increase educational inclusivity but also give students the ability to take charge of their education. By removing barriers of time, location, and pace, blended learning supports a more personalized and student-centered educational experience.

Blended learning makes it possible to make lessons more fun and interactive. Digital tools encourage students to take part, which is different from traditional lectures where they often just sit and listen. Teachers can use online quizzes, polls, or game-like platforms to make learning more interesting, for instance. For example, a history teacher might use interactive timelines or virtual tours of museums to make history come alive. Moreover, blended learning lets you use multimedia tools like videos, animations, podcasts, and simulations. Such resources are good for students who learn in different ways, such as by seeing, hearing, or doing things. This keeps them interested as well as motivated. Students are more likely to remember what they learn and use it in real life when they are more interested in it. Blended learning changes the classroom from a static place to an active process of exploration and discovery by combining discussions with digital interactivity.

Blended learning also helps students get more done in class. The “flipped classroom” method lets students get theoretical materials online ahead of time, so class time can be spent on more in-depth discussions, problem-solving, and group work. For example, in a science class, students might watch videos of lectures about chemical reactions at home and then do lab work or group projects in class. This method not only helps people understand better, but it also promotes teamwork and critical thinking. So, blended learning turns the classroom into a place where students can learn actively instead of just taking notes, which makes the most of the value of being in person. Instantaneous and ongoing feedback is another advantage of blended learning. Features like discussion boards, progress trackers, and automated tests are frequently found on online platforms. With the use of these tools, educators can keep an eye on students’ progress in real time and modify their lessons accordingly. For instance, if most students do poorly on an online test, the instructor can pinpoint the issue and bring it up again in the following lesson. Students also gain from immediate feedback, which enables them to improve their comprehension and fix errors before going on to new content. In addition to improving learning outcomes, this ongoing cycle of evaluation and feedback keeps teachers and students engaged in the learning process.

However, not all students have equal opportunities for blended learning, despite its many advantages. The digital divide, or the difference between those who have access to dependable devices and the internet and those who do not, is a significant problem. In comparison to their peers, students from low-income families or those living in rural areas may not have access to laptops, tablets, or reliable internet connections. For instance, a lack of digital resources or poor connectivity made it difficult for many students to fully participate in online components of blended courses during the COVID-19 pandemic. The inclusivity that blended learning seeks to foster is in jeopardy because of this inequality. Governments and organisations must make infrastructural investments, offer reasonably priced internet access, and give students the digital tools they need to overcome this obstacle.

Another challenge is not all educators are prepared to successfully implement blended learning presents another difficulty. In addition to technical expertise, pedagogical creativity is needed for creating online resources, overseeing digital platforms, and incorporating technology into lessons. Many educators may feel unprepared or even opposed to making the switch to digital teaching, particularly those who have spent years working in traditional classroom environments. Without the right instruction, they might either completely avoid technology or use it in ways that don’t actually improve learning. An instructor might, for example, merely post lecture notes in PDF format without including interactive features like discussion boards, tests, or multimedia materials. This method may even lower student motivation while underutilising blended learning. Similar to this, some teachers might find it difficult to effectively oversee online discussions or keep an eye on students’ involvement, which could result in communication and assessment gaps. To prepare teachers for this new methodology, professional development programs, peer mentoring, and ongoing institutional support are therefore crucial. Training should focus on creating engaging digital content, balancing online and in-person activities, and using learning platform data to enhance instruction rather than just teaching fundamental technical skills. Teachers are more likely to accept blended learning as a valuable tool for improving education rather than viewing it as an additional burden when they feel secure and supported.

Students enrolled in blended learning must possess a high degree of independence, dedication, and self-discipline. Online components mainly depend on students’ time management and motivation, in contrast to traditional classrooms where the teacher is present to oversee attendance, direct activities, and give prompt reminders. Younger students or those with poor organisational abilities may find this especially challenging. The efficacy of the blended model may be limited by students who procrastinate, miss online classes, or fail to turn in assignments on time. For instance, when new materials are introduced, students who disregard recorded lectures in the hopes of catching up later eventually fall behind. Others might only use digital platforms to finish the bare minimum of tasks without really participating in the learning process. The achievement gap between highly motivated students and those who have trouble learning on their own may eventually widen as a result of this lack of discipline. Teachers and institutions must establish supportive structures and offer clear guidance in order to address this challenge. Students can maintain accountability by using techniques like establishing clear deadlines, sending automated reminders, keeping an eye on their online activity, and incorporating graded checkpoints. Furthermore, incorporating interactive components like discussion boards, tests, and cooperative group projects can promote steady participation. Teachers can help students develop better self-management skills—which are crucial for blended learning as well as for lifelong learning in the modern world—by balancing digital freedom with structured supervision.

One of the most revolutionary approaches in contemporary education is blended learning, which strikes a balance between the benefits of digital technology and conventional classroom instruction. It is a potent instrument for raising the standard and inclusivity of education because of its advantages, which include flexibility, accessibility, individualised instruction, and increased engagement. However, there are some difficulties with the strategy. For blended learning to reach its full potential, issues like unequal access to technology, inadequate teacher preparation, low student self-discipline, technical challenges, and worries about assessment integrity must be carefully addressed.

Ultimately, meticulous planning, robust institutional support, and continual professional development for teachers are necessary for blended learning to be effective. Under these circumstances, blended learning can transcend from a short-term fix or fad to a long-term approach that gives students the adaptability and abilities needed for lifelong learning in the digital age.

   References:

1. Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Computers & Education, 71, 216–225. https://doi.org/10.1016/j.compedu.2013.09.007

2. Al-Kahtani, N. S., & Al-Ahmari, A. (2022). Online assessment during COVID-19 pandemic: Challenges and opportunities. International Journal of Medical Education, 13, 231–239. https://pmc.ncbi.nlm.nih.gov/articles/PMC9330967/

3. Bastidas, M., & Rojas, S. (2021). Redesigning online assessment practices in higher education during COVID-19. Open Praxis, 13(4), 461–476. https://openpraxis.org/articles/10.55982/openpraxis.13.4.461

4. Ghanizadeh, A., & Jahedizadeh, S. (2017). EFL teachers’ perceptions of blended learning: Benefits, challenges and suggestions. International Journal of Research in English Education, 2(3), 85–96.

5. Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12–19. https://doi.org/10.1016/j.iheduc.2018.09.002

6. Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R., & Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students’ perspectives. Open Praxis, 10(3), 221–235. https://doi.org/10.5944/openpraxis.10.3.873

7. López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023

8. Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701

9. Suartama, I. K., & Setyosari, P. (2024). Student self-regulated learning challenges in blended learning environments. Frontiers in Education, 9, 1457367. https://doi.org/10.3389/feduc.2024.1457367

10. Widjaja, M. A., & Rahman, M. S. (2024). Teachers’ readiness and challenges in implementing blended learning: A qualitative study. BMC Medical Education, 24, 5213. https://doi.org/10.1186/s12909-024-05213-8

Panoyeva Jasmina O’tkirovna was born on November 14, 2006, in the Shofirkon district of Bukhara region. She graduated with a gold medal from School No. 13 in Shofirkon, demonstrating academic excellence and dedication throughout her studies.

Currently, she is a first-year student at Bukhara State Pedagogical Institute, majoring in Foreign Languages and Literature. Jasmina is an intellectually curious and active young woman who regularly participates in the “Zakovat” intellectual game, showcasing her critical thinking and broad knowledge.

In addition to her academic and intellectual pursuits, Jasmina has also contributed as a volunteer to several environmental projects, reflecting her strong sense of social responsibility and commitment to sustainable development.

With her passion for learning and active involvement in both academic and social initiatives, Jasmina continues to grow as a promising and motivated student, ready to make meaningful contributions to her field and community.

My Journey to Muynak: Lessons from the Aral Sea

On the morning of August 27, 2025, the first day of the National Conference of Youth and Children on Climate Change in Uzbekistan (LCOY Uzbekistan 2025), we departed from Nukus and headed towards Muynak. For many of us, this was more than a simple field trip. It was a journey into history, memory, and responsibility. Muynak—once a vibrant port city—today stands as a living testimony to one of humanity’s most devastating ecological disasters: the drying of the Aral Sea.

From a Sea to a Desert

The Aral Sea was once the world’s fourth-largest inland lake, stretching over 68,900 square kilometers in 1960. It provided livelihoods for thousands of fishermen, supported industries, and shaped cultures across Uzbekistan and Kazakhstan. But within just a few decades, massive irrigation projects diverted the waters of the Amudarya and Syrdarya rivers, causing the sea to shrink dramatically. By 2020, less than 10% of its original size remained (Orol dengizi, n.d.).

The consequences have been profound. Villages once located on the seashore are now dozens of kilometers away from water. Fish species vanished due to extreme salinity, and Muynak’s canneries—once famous across Central Asia—shut their doors. The exposed seabed turned into the Aralkum Desert, releasing toxic dust and salt storms into the atmosphere, affecting not only Karakalpakstan but also distant regions, even glaciers in the Pamirs and the Arctic.

Walking through the Ship Graveyard

Arriving in Muynak, we walked across the Ship Graveyard. Enormous rusted ships stood abandoned on the sand, as though time had frozen. For the young participants of the conference, many of whom had only read about the Aral Sea in books, this sight was overwhelming. Once these vessels were symbols of prosperity, carrying tons of fish every year; now they are monuments to ecological loss.

Our guide, environmentalist Yusup Kamalov, gave us an introduction to the Aral Sea’s story, explaining not just the ecological collapse but also the human dimension: health problems, forced migration, and loss of cultural heritage. Listening to his words while standing beside lifeless ships created a powerful contrast between past abundance and present emptiness.

Learning from Museums and Memories

The next part of the visit took us to the Aral Museum and the Old Fish Cannery. There, we saw black-and-white photographs of bustling ports, fishermen proudly holding their catch, and workers in the factory halls. Exhibits told the story of how Muynak was once a town full of life, where families built their futures around the sea.

But the museum also displayed documents and testimonies from the 1970s onward, when the water began to recede. Entire generations saw their lives collapse as fish disappeared, industries shut down, and the desert advanced. Locals’ personal stories—of hunger, illness, and migration—reminded us that climate change is never only about nature; it is about people’s lives and dignity.

Youth reflections and activities

The field trip was not just passive observation. The conference organizers planned interactive sessions—brainstorming, Q&A discussions, and storytelling with local residents (Concept Agenda, 2025). Many of us sang songs, shared reflections, and even engaged in group activities to imagine solutions for the future.

Standing in Muynak, we realized that we are not only visitors but also witnesses of history, entrusted with carrying its lessons forward. For children and youth, the message was clear: climate change is not a distant threat, it is already shaping lives, economies, and ecosystems.

Hope in the Midst of Loss

Despite the haunting silence of the ships, Muynak is not only a place of despair. Projects to stabilize the northern part of the sea, such as the Kokaral Dam in Kazakhstan, have shown that ecosystems can begin to recover when action is taken. Fish stocks have returned to parts of the Northern Aral, giving hope that at least partial restoration is possible.

For us as youth, Muynak became a place of commitment. The lessons of the Aral Sea urge us to promote sustainable water management, push for renewable energy, and advocate for policies that protect children, women, and vulnerable groups who bear the brunt of climate disasters.

A Call to Action

As the buses carried us back to Nukus in the evening, the sunset over the endless desert reminded us of both fragility and resilience. The Aral Sea’s story is one of mistakes but also of second chances. If the global community listens, learns, and acts, other regions may avoid a similar fate.

For me, the visit to Muynak was more than a trip—it was a turning point. Walking among the ships, I felt the weight of history and the urgency of action. The Aral Sea’s tragedy must never be repeated, and it is our generation’s responsibility to ensure that.

Curious of the heart.

He liked the skies of Allah,

In the filled, my lime patiently ended.

Erk gave us a tomb lying on us,

It is said that we have lost to theanan.

The touched by a debt,

He is a way of our grew up in our breasts.

The unable to save is a dead bars,

If we do not cure, they will say that we will salt us,

I am not selfish to my people,

An old call is not the old gray.

If I do not have an eye on sight of Turks,

I’m saying that I have won the Armon rivers.

If the loads are the gang, my eyes are tears,

If a fluffy throws my chest, I can.

If the Turkish robe begins to the ground,

It is said that I went through this world.

Urgench State Pedagogical Institute, Faculty of Philology and History, Uzbek Language and Literature, 3rd year student.

SUSTAINABILITY IN BOOK PUBLISHING: CHALLENGES AND OPPORTUNITIES

Abstract

         This article analyzes the concept of sustainability in book publishing, the challenges it faces, and the opportunities available for sustainable development. It examines the use of environmentally friendly materials and energy-efficient technologies in the publishing industry, the role of digital publishing, and its economic and social aspects. Improving production processes and introducing innovations in line with sustainability principles will contribute to the long-term development of publishing houses.

Keywords

       Sustainability, book publishing, eco-friendly materials, digital publishing, energy efficiency, environmental protection, waste reduction, recycled paper, social responsibility, innovative technologies

Introduction

Today, the global economy and industry are increasingly based on the principles of environmental sustainability. Sustainable development is a set of strategies aimed at conserving natural resources for future generations, protecting the environment, and ensuring social well-being. The book publishing industry is no exception to this process and is striving to increase its environmental responsibility. This is due to the fact that paper production and printing processes have a significant environmental impact. This article explores the concept of sustainability in book publishing, the emerging challenges, and the new opportunities in this field.

Main Body

Sustainability is a concept that integrates environmental, economic, and social spheres, aimed at the rational use of natural resources and the reduction of pollution. In the publishing industry, sustainability refers to processes based on the use of eco-friendly materials, energy-efficient technologies, and waste reduction. Paper production involves deforestation, high water consumption, and the use of chemicals, all of which pose environmental threats. As a result, the demand for recycled paper and other eco-friendly materials is increasing.

There are several challenges in achieving environmental sustainability in publishing. Firstly, eco-friendly materials and new technologies are often more expensive than traditional methods. This can lead to an increase in product prices and a potential decrease in consumer demand. Secondly, recycled paper may not always match the quality of conventional paper. Additionally, both producers and consumers may lack sufficient environmental awareness.

However, innovative technologies and government policies play a crucial role in addressing these issues. For example, strengthening environmental protection laws, implementing eco-certification systems, and providing subsidies can encourage the production of sustainable products. At the same time, publishing companies should optimize their internal processes and adopt methods that conserve energy and water resources.

Today, the growth of e-books and digital publishing is reducing the demand for paper. Digital publications offer opportunities for sustainable development, but they also come with challenges such as energy consumption and electronic waste. Therefore, it is important to focus on hybrid models that combine digital and print publishing.

Demand for products manufactured in accordance with sustainability principles is growing. This provides publishing businesses with opportunities to access new markets and attract customers. Moreover, increasing social responsibility improves the company’s image and strengthens relationships with both employees and customers. Adhering to sustainability principles can enhance economic efficiency in the long term and ensure resource conservation.

Conclusion

Sustainability in book publishing is a pressing issue of our time. Publishing companies must address environmental challenges by implementing innovative technologies, using eco-friendly materials, and developing sustainable strategies in collaboration with government policies. Combining digital and print publishing opens up new opportunities.

Thus, sustainability becomes the foundation for the environmental, economic, and social health of the publishing industry.

In addition, by widely adopting sustainability principles, publishing houses can enhance their competitiveness on a global scale. Along with the positive impact on the environment, they can demonstrate social responsibility, thereby building trust among consumers and partners. Furthermore, the efficiency and cost-effectiveness of sustainable production help reduce manufacturing costs in the long run. Therefore, supporting sustainability is an effective strategy not only from an environmental standpoint but also from business and social perspectives.

References

Smith, J. (2020). Sustainable Publishing Practices: Challenges and Innovations. Green Press Publishing.

Johnson, L., & Brown, M. (2019). “Environmental Impact of Paper Production in the Publishing Industry,” Journal of Sustainable Development, 12(3), 45–60.

Williams, R. (2021). Eco-friendly Materials in Printing: A Practical Guide. EcoPrint Publications.

Davis, K. (2018). “The Role of Digital Publishing in Reducing Environmental Footprint,” International Journal of Digital Media, 8(2), 22–35.

United Nations. (2015). Transforming Our World: The 2030 Agenda for Sustainable Development. United Nations.

Green Publishing Alliance. (2022). Sustainability Report 2021. Retrieved from https://greenpublishingalliance.org/reports/2021

Thompson, H., & Garcia, S. (2020). “Economic Benefits of Sustainable Publishing,” Publishing Economics Review, 14(1), 10–25.

Nilufar Mo’ydinova was born in Qo‘shtepa district of Fergana region, Republic of Uzbekistan. She graduated from the Uzbek State University of World Languages. She currently works as a manager at the “Fair Print” Typography Service. Her articles have been published in the newspaper Bekajon.

LITERATURE AS  A LIABILITY

Dr. Jernail S. Anand

We don’t want light. We want darkness, in which we could pursue our dark passions.

If we look at the focus of studies in modern times, scales have shifted away from the study of literature and greater emphasis is being placed on the study of subjects which are directly in demand for the purpose of jobs. Only those things are studied in schools and colleges which make students sharp of understanding, quick at decision making, and fast at the art of problem solving. The focus of studies, and the prized positions for which the cream of the students aspire and work assiduously, are top IT jobs with millions in packages, or positions of power and wealth in civil services.

In a scenario, where people are bewitched by the political and bureaucratic power, and wealth, it is but natural that students tilt towards subjects which deliver them into plum positions of society. Now, look at literature, a field which has been sent to margins, and now being obliterated altogether, being replaced by language studies, and teaching of letter writing and draft making. No one can contest if, as we go along, we improve our teaching techniques, and introduce new subjects. But, if we just reduce to nothingness subjects which have always remained the grandeur of universities, it is a serious setback to the idea of education at a whole.

In a society which is being controlled by power lobbies, and machines, and where tastes are being dictated, and human nature is under close scrutiny of AI and other appliances, everything can be digitalized and documented except human mind, his imagination, his feelings, and how a man reacts differently at different occasions to the same stimuli. Psychology is a science, but not an exact science, because human mind cannot be fully brought on the laptop screen. Tentative decisions are made with results which too are approximate. Literature which studies human mind, his psychology, his passions, his joy, and his pain, has revolted against regimentation and digitalization, and herein lies the danger of revolt to an organized society which believes in power and control.

Look at the plight of teachers in schools and colleges. They are booked and copy-booked the whole day, without a moment for themselves, when they can breathe free. Same is the condition of students. No time to look away from the syllabus books. The Principals are happy, now they have made every one busy, and there is no nonsense like students indulging in lofty thoughts, studying great men, and learning arts which relate to higher learning. From books to more books, this is our studies nowadays. From marks to more marks is their trek. And if they top the lists,  newspapers capture headlines. And there the game ends.

Literature and Free Thought

Literature is on the losing end, and it is being eliminated, for the reason that it believes in free thought. It believes in the life of the mind. It believes in ethics, beauty, art – things which do not go well with the matter-of-fact practitioners of pratical sense. If we look back, challenge to the political power always came from educational institutions. Because universities were the places where people could study great masters, had time to discuss and debate. Now, also, debates are held, but they do not relate to philosophy. They relate to Shark Tank.

Moreover, the world has learnt the art of turning literature into a commodity, as it has done with religion. A noble activity, which is meant to refine human sensibility, can lose its own sensitivity if it is reduced to an economic activity, a passion for success and awards. The genuine man of literature has been pushed out of the margins, while those who can fight it out, pay it out, buy it out, stay in the field, with laurels. If literature does not subdue, rather gives rise to the running sensations of success and wealth formation, best sellers and copies sold, I wonder it can do the job it is basically expected to do.

Literature has become a liability for the society as a whole, when it resists the attempts to commercialise it and  it fails to yield returns in terms of money and power. It is a light which shows us the path.  Herein lies the problem. We don’t want light. We want darkness, in which we could pursue our dark passions.

Another major reason why literature has become a defunct field of study, relates to how the leaders of the world behave. Politics and real life is a field of a cutting-edge  race of macabre lies. Literature does not fit into a world which has no stake in truth, goodness, honesty, integrity and values like ethics.

If we want a better world, we shall have to revive literature and bring mankind back from the brink of unrealistic dreams of high life based on power and wealth. Else, the drift into the morass of a world of flimsiness, artificiality, shallowness and duplicity is inevitable, and irresistible.

Dr. Jernail Singh Anand, with an opus of 180 plus books, is Laureate of the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards.  His name adorns the Poets’ Rock in Serbia. Anand is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision. He’s not just an Indian author but a global voice, challenging readers to confront the complexities of existence while offering hope through art and ethics.   If Tagore is the serene sage of a colonial past, Anand is the fiery prophet of a chaotic present. Recently he dedicated hos collection of 12 epics Epicacia Vol 1 and Vol 2 to Serbia and Dr Maja Herman Sekulic.

Forgetfulness

I look all around

Find out the past

In the land, on the waters

Press on the gear to speed up

As the birds fly towards the sky

Leaving everything loving back

I fly to thee

O my forgetfulness

Just like the flowery garden

Over there in the darkness

The stars always blink

The light we enjoy at night

Swimming all the way

I find myself on the bank

Keeping your hand on my back

Here flows the waves of the green crops

We always play at our own skills and charms

Forgetfulness twinkles over here, there

Making a way to the glory of endless delight.

Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.

A Dark Glaring Night

A dark night whispers softly and deep,

The moon keeps watching while others sleep.

Stars likes sparking in heaven’s dome,

Guiding my thoughts though I’m alone.

The drifting clouds sail slow and near,

Their shadows fall, yet all is clear.

Beside the crystal lake I sit and see,

The sky pour all its elegances on me.

Wazed Abdullah is a student of grade ten in Harimohan Government High School, Chapainawabganj, Bangladesh.