1st Place
2nd Place
3rd Place
Note: The national flags are selected based on the region in which the winners qualified to participate.
Character Education Advocates 1st Place
Bohsuen Ho is currently a master’s student at Boston College studying Curriculum and Instruction. She is interested in supporting learners from diverse backgrounds through social-emotional learning, formative education and educating the whole person.
Character Education Advocates 2nd Place
Qiniso Sbonile Zwane of the Gwala clan is a trained educator who is currently working as a staff member at the Tzu Chi Foundation Durban branch. He is interested in learning about the South African education system and how it can be improved to foster holistic development. Qiniso holds a masters degree in the education field and is interested in researching the different lived experiences in the South African classroom. In his spare time he enjoys learning about different technologies, such as computer building and lately photography.
Character Education Advocates 3rd Place
I am Meha Hurinanthan, a Grade 6 educator at a public school in Durban, South Africa. I am also a lifelong student, actively pursuing my studies while teaching, because I believe that a teacher who continues to learn is better equipped to inspire and guide young minds.
Being from Durban—a vibrant, diverse, and resilient city on the coast of South Africa—has profoundly shaped my identity as both an educator and a person. I teach in a public school setting where resources may be limited, but the hearts of my learners are wide open. This reality has taught me that small, consistent acts of kindness, gratitude, and compassion can lead to transformative growth.
In my classroom, Ubuntu—”I am because you are”—is not merely a concept. It is ingrained in our daily practices, from the way we greet one another to how we resolve disagreements with empathy. I strive to create a learning environment rooted in respect, shared humanity, and mutual care, where every child feels seen, valued, and able to flourish.
My teaching philosophy is simple: academic knowledge without character is incomplete. Whether through gratitude circles, service-learning projects, or simply modeling active listening, I weave character education into every lesson. My goal is not only to prepare my learners academically but also to nurture them into compassionate, responsible, and resilient individuals.
This is my journey—a Grade 6 classroom in Durban, South Africa—and I remain committed to growing as an educator, a student, and a servant of my community.
Rising Teachers 1st Place
My name is Mayely Castillo, and I am a Salvadorian student transferring to Cal State L.A. I am majoring in Urban Learning Teacher Preparation Dual Language. As a first-generation Salvadorian student, I am passionate about supporting bilingual education and creating an inclusive learning environment. My goal is to become an Elementary Teacher and empower kids’ learning journey. This scholarship will help me continue my academic journey and work towards becoming an educator.
Character Education Advocates 1st Place
Bohsuen Ho is currently a master’s student at Boston College studying Curriculum and Instruction. She is interested in supporting learners from diverse backgrounds through social-emotional learning, formative education and educating the whole person.
Rising Teachers 2nd Place
I was born in the State of Mexico on June 2, 1983, into a humble and hardworking family. From a young age, I helped my parents in the fields and spent much of my time with my paternal grandparents, where I learned the values that continue to guide my life today.
I began my education at age four and quickly developed a strong sense of responsibility and determination. In elementary school, I was part of a basketball team that won first place in interschool competitions. These early experiences helped shape my discipline and confidence. By adolescence, I was balancing both work and school, while also participating in athletics.
During high school, I adjusted my schedule to continue working while studying and took part in academic competitions in mathematics, physics, and chemistry. I also began small entrepreneurial efforts, such as catalog sales, to support myself. My passion for helping others led me to tutor classmates who faced academic and financial challenges.
Despite financial difficulties that nearly prevented me from attending university, I persevered with the support of my siblings. I remained committed to my education, completed a Progress Software course funded by my university, and successfully graduated, demonstrating strong skills and determination.
Professionally, I have held a variety of roles, including administrative and customer service positions, private tutoring, and sales. Each experience strengthened my adaptability and commitment to service.
Today, I serve as a high school teacher at the Tzu Chi Buddhist Foundation in Tijuana, where I strive to inspire students through education, compassion, and values-based learning.
Translator/Co-writer
David Hoy is a dedicated Tzu Chi volunteer who has devoted himself to serving others through humanitarian, educational, and disaster relief efforts, striving to bring compassion, hope, and care to those in need.
Deeply inspired by the teachings of Dharma Master Cheng Yen, David believes that Character Education is the foundation for creating a more compassionate and harmonious world. He encourages young people to practice gratitude, respect, responsibility, and kindness in their daily lives, believing that even small acts of goodness can create lasting positive change.
Since 2023, David has supported the Tzu Chi Tijuana “Hope Classrooms” program by providing weekly Jing Si Aphorisms and Character Education teaching materials translated into Spanish for classroom instruction. Through this work, he hopes to help students and families discover the power of love, empathy, and positive thinking while inspiring them to care for others and serve their communities with gratitude and compassion.
David hopes his lesson plan will encourage students to believe in their ability to make a difference and to become compassionate individuals who bring light, hope, and love to the world.
Character Education Advocates 2nd Place
Qiniso Sbonile Zwane of the Gwala clan is a trained educator who is currently working as a staff member at the Tzu Chi Foundation Durban branch. He is interested in learning about the South African education system and how it can be improved to foster holistic development. Qiniso holds a masters degree in the education field and is interested in researching the different lived experiences in the South African classroom. In his spare time he enjoys learning about different technologies, such as computer building and lately photography.
Rising Teachers 3rd Place
My name is Fezeka Msweli , I’m a third year student in University of Kwazulu Natal . I’m passionate about helping learners find their voice
Character Education Advocates 3rd Place
I am Meha Hurinanthan, a Grade 6 educator at a public school in Durban, South Africa. I am also a lifelong student, actively pursuing my studies while teaching, because I believe that a teacher who continues to learn is better equipped to inspire and guide young minds.
Being from Durban—a vibrant, diverse, and resilient city on the coast of South Africa—has profoundly shaped my identity as both an educator and a person. I teach in a public school setting where resources may be limited, but the hearts of my learners are wide open. This reality has taught me that small, consistent acts of kindness, gratitude, and compassion can lead to transformative growth.
In my classroom, Ubuntu—”I am because you are”—is not merely a concept. It is ingrained in our daily practices, from the way we greet one another to how we resolve disagreements with empathy. I strive to create a learning environment rooted in respect, shared humanity, and mutual care, where every child feels seen, valued, and able to flourish.
My teaching philosophy is simple: academic knowledge without character is incomplete. Whether through gratitude circles, service-learning projects, or simply modeling active listening, I weave character education into every lesson. My goal is not only to prepare my learners academically but also to nurture them into compassionate, responsible, and resilient individuals.
This is my journey—a Grade 6 classroom in Durban, South Africa—and I remain committed to growing as an educator, a student, and a servant of my community.
We sincerely thank the Character Education Resource Center for their valuable collaboration as a partner in the Character Education Lesson Plan Competition. Their support and expertise have greatly enriched this initiative, helping us inspire future educators and promote the importance of strong character development in schools. We truly appreciate their commitment to our shared mission.
