Lilit Minasyan: A Journey from a Fateful Encounter to Ayb

Lilit Minasyan, a world history teacher and head of the Social Studies subject group at Ayb School, has been working here for 13 years.

She recalls that her appearance at Ayb was purely accidental. At the time, she was working at Yerevan State University in the Department of World History. “I had worked at YSU for 24 years. One day, the head of the department was invited to a meeting with Fr. Mesrop. He said, ‘Let’s go together.’ I thought, why not, I’ll come along. I didn’t know what kind of school it was—I hadn’t even heard the name. I had no idea what the meeting was about,” Lilit recalls with a smile.

And that meeting, as she describes it, turned out to be fateful.

“When Fr. Mesrop started talking about the idea behind Ayb and the Translators’ Movement, I immediately felt that it resonated deeply with the thoughts that were just beginning to form in me at the time,” she says.

The historical significance of the Translators’ Movement and the school’s mission aligned so closely with Lilit’s inner convictions that the conversation quickly transitioned to a discussion about potential responsibilities.

“I don’t even know how that transition happened, but from that day on, I’ve been at Ayb. And that day became a new beginning in my life,” Lilit shares sincerely.

Being Part of a Greater Vision: A Responsibility to Transform

From that very first day, teaching at Ayb became a new layer of excitement and responsibility for Lilit.

“When I look back at these years and the path I’ve walked with Ayb,” she says, “I would describe it in three important missions.”

The first was the bold attempt to change the way history is taught.

“When I first entered the classroom, I immediately realized that the existing methods didn’t work. And they couldn’t have worked. Ayb was a rare institution where you had both the freedom and the courage to try something different—something that had remained unchanged for decades in our education system,” she recalls.

Every student, consciously or unconsciously, eventually asks themselves: “What’s the point of learning history in my life?”

“The goal of every lesson is to justify why history is important for a child—both at a global and national level,” Lilit Minasyan emphasizes.

As a world history teacher, she felt that Ayb offered not only the chance to experiment but also the opportunity to shape new approaches. “You envisioned what you wanted to do—and you did it,” she says.

Today, Lilit proudly states that history has become one of the most beloved subjects at Ayb. The revised curriculum introduced a new structure to the course—focused on deep analysis, critical thinking, research skills, and working with sources.

“We don’t just study or memorize history. Our history classes are like real laboratories where students explore how historians actually work,” she explains.

As for Armenian history, Ayb emphasized an analytical approach—unafraid to ask questions.

“We weren’t afraid to raise questions, even when they were considered outside the bounds of traditional national discourse. Yet, at the same time, we always reaffirmed the importance of national ideas—and even myths—in preserving our identity,” she notes.

According to Lilit, this became one of her first major accomplishments at Ayb:
“I can proudly say this was one of the achievements shared by both myself and Ayb.”

Shaping Identity

For Lilit, the journey at Ayb wasn’t just about developing new teaching methods—it was also about her personal transformation.

The second mission, as she describes it, was her own growth as a teacher.

“I didn’t come to Ayb as a teacher. I was a lecturer—from the university environment. Pedagogy was only familiar to me to the extent that love and experience of teaching had been passed down in my family, generation after generation,” Lilit shares.

But at Ayb, through daily interactions with her students, Lilit became a teacher.

“I became a teacher at Ayb. And I became one thanks to my students and with their help. Looking back now, I realize that nothing happens by chance. Perhaps pedagogy truly matched my essence,” she says.

For Lilit, being a teacher became not just a profession, but a personal mission—to shape, develop, and inspire.

“Teaching is a very important job. It requires dedication and faith that every encounter with a student can change their future,” Lilit Minasyan asserts.

From Sharing Knowledge to a Community Mission

Lilit’s identity as a teacher at Ayb didn’t end with classroom work. That experience led her toward a new, more profound mission—to share her knowledge, enthusiasm, and expertise with other professionals.

Teacher training is an integral part of the Ayb Educational Foundation’s philosophy. As an organization with long-standing experience in education, Ayb has passed on its expertise to new generations of teachers through various programs—strengthening the educational community across the country.

Lilit recalls that joining the training team felt like a natural continuation of her journey.

“The team involved in that work was made up of truly dedicated people. Time limits were never an issue for us. You could write an email at 3 a.m. and be sure you’d get a reply, because everyone was up working,” she recalls.

The training process became a new platform for Lilit to share her experience—one where her impact reached beyond classrooms and into the broader educational space.

“When you work with teachers and principals, you feel that you can make a difference—toward something better. And that gives you the strength to keep going,” says Lilit Minasyan.

Transforming the Educational Landscape

The Ayb Educational Foundation and Ayb Academy, along with their team of experts, played an active role in several major initiatives—bringing years of experience and knowledge to a wider community.

The first major experience was the program conducted with teachers of the Araratian Baccalaureate. Over a hundred teachers worked with the training team for an entire year.

“This was one of our greatest achievements. We held remote discussions several days a week, analyzed articles, conducted training sessions, and met in person several times a year to discuss the teachers’ research work,” Lilit shares.

Each trainer led a team of about 15–20 teachers, and that work continues to this day. Lilit has worked with many regional teachers—across nearly every province in Armenia. “We conducted training in Tavush using the new standards. And now we’re seeing results—when a teacher becomes a principal, when a former trainee joins new programs as a trainer and leads teams,” she says.

More recently, Lilit has also been involved in a leadership development program for aspiring principals of public schools. “This is another exciting new area, where we strive to inspire future leaders,” she concludes.

Change Begins with Belief

For Lilit, teacher training has always been not just about passing on knowledge—but about igniting internal transformation. She believes real change starts not with methods or tools, but with a belief in the importance of one’s own mission.

“If I were to highlight the most important points, I’d say a teacher’s behavioral change, valuing their work, and rethinking their role are key,” says Lilit.

She identifies three core aspects of training:

• First, the teacher’s shift in values—when a teacher begins to see their role in a new light and believes in their mission.
• Second, a change in attitude toward students—when teaching is no longer just about transferring knowledge, but about seeing each student as an individual.
• Third, recognizing the importance of the teaching community—when teachers, through training, become a driving force, sharing experience and belief that they can collectively change the entire educational environment.

“Many people want quick methods—10 tricks to apply and expect miracles. But real change doesn’t happen that way. It comes the moment a teacher believes every student can succeed,” Lilit emphasizes.

This belief, in her view, is a powerful weapon—not just to transform a classroom, but to change an entire educational community.

A Constant Source of Inspiration

Lilit has been teaching for 24 years—13 of those at Ayb School. And to this day, as she admits, her enthusiasm has never faded.

“I always say: if the day comes when I no longer feel that excitement, I’ll stop teaching. I want my mornings to begin with anticipation—with the same energy, impatience, and big expectations as I have now,” Lilit says honestly.

Though the fatigue sometimes catches up with her in the evenings, each morning Lilit is filled again with the same energy and inspiration to greet her students.

“My expectations are long-term. And I often ask myself—why am I still here? Maybe it's the result of aging—this need for self-reflection. But I’ve realized there’s an important energy that exists between me and Ayb,” she says.

For Lilit, it has always been essential to feel that her daily work is part of the school’s greater vision. That connection, she says, gives meaning to everything.

“Maybe it’s a small thing—to try to give meaning to your existence. But that feeling—being a part of a greater mission—is the anchor that’s kept me at Ayb all these years,” she says.

She reflected on how she could have simply tried teaching for a few years and moved on to something else. “When I came to Ayb, I wasn’t a teacher. But the constant drive—to explore, to move toward a larger purpose—that’s the real anchor. And working with children is not just part of my daily routine—it’s a key part of my life’s journey,” says Lilit.