Meet an Educator is a monthly series by Early Bird, where we feature the work of educators across India who are actively spreading the joy of birds and nature. This month’s featured educator is Dhaval Vargiya, a nature educator from Gujarat. By engaging communities in birdwatching and nature education, he hopes to cultivate a sense of wonder and curiosity about the natural world.

Do tell us about yourself, where you are from, and your work.

I am Dr. Dhaval Vargiya, father of two wonderful kids, Gir and Nirvin, based in Junagadh, Gujarat. I volunteer as a state and regional coordinator for the Asian Waterbird Census, Bird Count India, Campus Bird Count, Great Backyard Bird Count, Indian Bird Conservation Network, and other similar citizen science initiatives.

My Ph.D. from RK University focused on the ecotoxicology of Porbandar wetlands, along with waterbird population dynamics. As a co-founder of the Mokarsagar Wetland Conservation Committee, I have worked hard to gain international recognition for the wetlands of Porbandar district, Gujarat.I have also worked in the CSR department of a leading Tata Group company. With Bharati Vidyapeeth, I planned and conducted educational programs on coastal and marine biodiversity conservation across 25 schools in the Okhamandal block, Devbhumi Dwarka, Gujarat, as well as science institutes in the Saurashtra region. Additionally, I have developed various resources for environmental education.

What excites you about the natural world?

Birding excites me for several reasons, but primarily, it’s the thrill of discovery and the connection to nature that captivate me. Observing birds in their natural habitats allows me to appreciate their diverse behaviours, vibrant colours, and unique adaptations.

One of my favourite birds is the Lesser Flamingo—not only for its stunning plumage but also for its intricate courtship displays. I particularly enjoy birding in the wetlands of Porbandar, where I conducted research. The rich biodiversity and dynamic ecosystems provide endless opportunities for observation. The sight of migratory birds arriving in large flocks is a reminder of nature’s rhythms and the importance of conservation efforts to protect these habitats.

Additionally, the quiet moments spent in anticipation—waiting for a rare sighting or listening to the melodious calls of birds—bring a sense of peace and fulfillment. Each bird sighting serves as a reminder of the interconnectedness of life and our responsibility to preserve these precious ecosystems for future generations.

When and how did you get interested in bird/nature education?

My interest in bird and nature education began during my hostel life in post-graduation at Rajkot, Gujarat, inspired by the lush landscapes around Saurashtra University. Early experiences of exploring the university garden, nearby villages, and wetlands ignited a fascination with wildlife, particularly birds. There were also days when I rushed out of college to the pond next to the university building just to catch a glimpse of the birds.

Later, I joined as a volunteer with the Regional Community Science Centre to assist in their wonderful initiative called Green Sundays, in which school kids were taken to nearby grasslands as part of a nature education program.
In just two years, this passion evolved into a commitment to conservation and education. I became a science educator on the Science Express Biodiversity Special train and travelled around the country for seven months, interacting with lakhs of children to spread the message of nature conservation.

What do you hope to achieve through your education work?

I wish to foster a deep appreciation for nature among individuals of all ages. By engaging communities in birdwatching and nature education, I hope to cultivate a sense of wonder and curiosity about the natural world. This appreciation is essential for inspiring future generations to become stewards of the environment.

Secondly, I aim to raise awareness about the critical issues facing our ecosystems, such as habitat loss, climate change, and biodiversity loss—and, of course, their impact on birds and us. By providing accessible information and resources, I want to empower individuals to take informed actions that contribute to conservation efforts in their local areas.

Additionally, I seek to promote collaboration among various stakeholders, including schools, NGOs, and local communities. By fostering partnerships, we can create comprehensive educational programs that address environmental challenges effectively.

Why do you believe it is important for children to learn about birds or connect with nature?

It’s like the Red Car Theory: it illustrates how focusing on a specific subject—such as birds—can increase our awareness of them in our surroundings. Just as someone who buys a red car suddenly notices more red cars on the road, children who engage in birdwatching begin to recognize various bird species and their behaviours more frequently.

This heightened awareness is crucial in nature education. When children learn to identify local birds, they develop a greater appreciation for biodiversity and the roles these creatures play in ecosystems.

Moreover, as children become more attuned to the presence of birds, they may start to notice changes in their habitats, fostering a sense of responsibility for conservation. By applying the Red Car Theory to nature education, we can cultivate a mindset that seeks out opportunities for learning and connection with wildlife. As Baba Dioum stated, “In the end, we will conserve only what we love; we will love only what we understand; and we will understand only what we are taught.”

When children learn to appreciate wildlife, they are more likely to advocate for conservation efforts and engage in sustainable practices, empowering them to protect our planet for generations to come.

What tools or resources have helped you in teaching about birds? Can you describe an approach that has worked exceptionally well for you?

When teaching about birds, several tools and resources have proven invaluable. I personally use bird guides, documentaries, and online resources for my own learning. To help introduce students to various bird species, we almost always need to develop materials in the local language. Rather than covering every bird species found in a state or country, the materials developed for students should focus only on a limited selection of species of interest.

One student, who was in the first year of her BSc when she interacted with me in 2017, met me again recently (now pursuing a PhD) and specifically mentioned the usefulness of Waterbirds of Porbandar—an A4 pamphlet I designed for wetland education trips. The pamphlet covers only 48 commonly seen waterbirds. She also mentioned that her professor still uses it to introduce students to waterbirds.

An approach that has worked exceptionally well for me is organizing hands-on bird identification walks and workshops. During these outings, students observe birds in their natural habitats, using specially designed pamphlets to identify species based on their unique characteristics. In the workshops, they try to identify projected photos of waterbirds using the pamphlets, and the highest scorers receive prizes.

Using a spotting scope fixed on a stable tripod is more user-friendly than binoculars, as untrained students often struggle with binoculars. Additionally, groups of students can sometimes be noisy, so the spotting scope allows for bird observation from a greater distance without disturbing them.

Have you encountered a significant challenge as a bird/nature educator, how did you overcome it?

As a bird and nature educator, one significant challenge I encountered was engaging urban students who initially showed little interest in wildlife or the outdoors. Many were more accustomed to digital environments and found it difficult to connect with nature. Since there is always an app for everything—just like those that remind us to drink water (soon, there will be one to remind us to breathe)—I incorporated interactive apps and online platforms focused on bird identification and ecology. 

Tools like Merlin Bird ID allowed students to explore bird species through engaging interfaces while also contributing to citizen science projects. This blend of technology and nature sparked curiosity and made the subject more relatable. Additionally, I organized themed workshops that connected birds to broader topics such as art. My wife is an artist. We organised a workshop together that introduced students to the art in nature, and they loved it.

Do share any memorable moment or experience you have had in teaching kids about birds/nature. Can you recall any insightful instance that shaped your perspective?

Every nature education camp or trip has profoundly shaped my perspective on teaching. It has reinforced the idea that learning about nature is not just about facts and figures; it’s about fostering emotional connections and inspiring awe. I have learned that when students engage with nature directly, they develop a deeper appreciation for it, which can lead to a lifelong passion for conservation.

Recently, I was invited as a resource person for a nature education camp at the Batheshwar Campsite near Jamvada in the Gir Wildlife Sanctuary. During an early morning nature trek, I introduced several birds to the group. It was their first birding experience. We spotted Changeable Hawk-Eagles, Wagtails, Petronias, Egrets, Chats, and Sparrows. I had several copies of Early Bird’s Common Birds of Gujarat, a guide featuring 141 familiar birds, co-created by several contributors, including myself. I handed the copies to the students, and they quickly switched to “auto-birding” mode.

After an hour or so, the red car theory began to take effect, and the students started identifying birds such as the Oriental Darter, Tickell’s Blue Flycatcher, and Grey Heron. Experiences like these reaffirm the idea that birds serve as a window to nature.

Have you noticed any changes in your learners after they received exposure to birds and nature-based learning? If yes, what are they? If not, why do you think that is?

Yes, I have observed significant changes in my learners after they were exposed to birds and nature-based learning. One of the most notable transformations is their newfound curiosity—they now make it a point to observe the presence or absence of birds after departing from a camp or trip. Students who were once indifferent or distracted in the classroom became more attentive and eager to participate in outdoor activities.

During the Green School Program with Bharati Vidyapeeth, the students eagerly awaited our once-a-month nature walk or talk, bursting into cheers and dancing as soon as we entered the school premises. This warm welcome meant a lot.

Additionally, I noticed improvements in their observational skills. Students became more adept at identifying local bird species and recognizing subtle differences in their behaviors and environments. This heightened awareness extended beyond the classroom, as many students began sharing their newfound knowledge with family and friends, fostering a broader appreciation for nature within their communities.

What message would you have for your fellow educators, or somebody starting out in their nature education journey?

We need to be self-confident that the work we are doing is both noble and vital. Repeating it once or twice a month is usually a good frequency for a uniform target group. Develop resource materials in the local language and use them for trips. We are all students of nature and ornithology, so we must keep learning and sharing ideas about what works and what does not in the field.