This report covers what changed, what stayed and what I’m building next in HFC.

With HFC students in Summer 2025. I am 3rd from left.

When I started the Hiking Field Course (HFC) back in April 2021, I wanted to build something that the outdoor education space in India didn’t have.

I treat teaching as a serious craft — and HFC has been a vehicle for that intention. Each edition has been an opportunity to rethink, rebuild, and refine.

Core principles

The Summer 2025 edition felt like a big leap forward. Several new ideas were tested, and many worked better than expected. But before I get into the new additions, let’s talk about what didn’t change.

Staying Small, So Students Learn Deep

I’ve kept batch sizes intentionally small. That’s not for exclusivity - it’s a decision rooted in ethics and effectiveness.

The global standard for serious outdoor education is a 1:5 instructor-to-student ratio. I’ve tested variations, even tried 1:8 once. The drop in engagement and confidence was visible.

A lot of outdoor courses run with large groups — especially in India. And while the instructors may have the best intentions, meaningful learning gets lost. It’s simply not possible to observe individual mistakes, give real-time feedback, or ensure every student is actually learning.

Doing a course and learning are two different things.

So I’ve stayed with this ratio. 1:5. It works. And more importantly — it respects the student’s time and trust.

Open to All Fitness Levels

I don’t filter students by fitness level. There’s no “5K in 30 minutes” test.

That kind of screening is more about the operational convenience of the operator than actual necessity. The outdoors is not only for the already-fit — it’s for everyone. Over the years, I’ve had students from all kinds of backgrounds and fitness levels.

There is enough outdoors at every fitness level, what one needs is strong fundamentals. If you can walk and have an appetite to learn, you’re most welcome.

Zero Safety Incidents

Since 2021, the course has had just one minor incident — a twisted ankle.

This edition had more time outdoors, more variables, and a new high-stakes module (more on that soon). And yet I am happy to report that there were zero safety incidents.

That doesn’t happen by chance. It comes from overpreparation, clear systems, and taking safety seriously — quietly, not performatively.

Razor Sharp Focus on Practical Skills

It’s tempting to impress students with technical jargon, flashy tools or fancy gear. I don’t.

The 7 days are tightly designed — every session, every demo, every assignment is selected based on one question:

Will this help the student hike safely and independently?

For students who want to go deeper later, I’m always around. But during the course, I cut the fluff. I skip things like the axial tilt of the Earth and focus instead on how the tilt affects mountain faces and route planning. I don't indulge in "survival" bushcraft which looks great on Instagram but has zero application in real outdoor life. We don’t study QGIS because you don’t need it until you’re planning a 1000 km hike — which is better done in a 1-1 setting.

The aim is not to sound smart. The aim is to turn students into smart hikers. This is what separates a great instructor from a good one.

Upgrades & Improvements

In the Summer 2025 edition

#1
ISGT – The Breakthrough Module

Over time, I noticed something interesting: even when students left the course with solid skills, the real confidence to hike independently didn’t always show up right away. And that’s natural — confidence often comes not just from knowing, but from doing.

This time, I added a new module: ISGT – Independent Student Group Trek.

It is not a short backyard trail assignment. It is a full-day hike — planned and executed entirely by the students. No instructor leading, no step-by-step guidance. They choose the route, make a plan, prepare their gear, and navigate the day — all on their own. It was nerve-wracking as the instructor. I knew I was putting my name and my career on the line.

But it worked.

The shift in confidence was real. Students came back surprised by what they were capable of. Some did in a day what is often sold as a 4-day guided itinerary. Others realised they could now plan and attempt hikes that previously felt out of reach.

I knew students are ready by the time they reach the ISGT day. They have been equipped with enough skills and experience for me to trust them fully. Having small batches with every student coming with a serious intent to learn also helps.

And in the rare case that something does go wrong — a backup team is always on standby, with responders ready to step in if needed.

The name ISGT is adopted from the world-renowned outdoor education organisation NOLS. It’s a fitting name — and a meaningful step toward helping students own their hiking journey.

ISGT may have been the hardest thing for me to add — but it was the most rewarding to witness.

#2
A Style-Agnostic Curriculum

There’s no one right way to enjoy the outdoors.

Some people love moving fast and light across long distances. Others prefer to slow down, camp, and soak in a place. Both are valid — and both require real skills.

In most courses, the teaching often reflects the instructor’s background. An ex-army trainer might emphasise discipline and toughness. A NOLS instructor may insist on boots over trail runners. An alpinist might push minimalism. That personal style quietly becomes the default for everyone.

At HFC, I’ve done the opposite.

I’m a long-distance speed hiker myself, but I consciously keep that bias out of the curriculum & instruction. Students are not moulded towards any one approach. Instead, they’re given the tools, space, and experience to find their own.

Over four days, we hike and camp while learning all core outdoor skills — and by the end, students have experienced both hiking and camping deeply enough to understand what they enjoy, and how to do it well.

The goal isn’t to create a type of hiker. It’s to create skilled, confident ones — whatever their style.

#3
The Foundation Kit (Pre-Course Learning)

I now begin the course a month BEFORE we meet in person.

Every student gets access to a self-paced study module called the “Foundation Kit” designed to build their foundation. It includes reading material, practical prep tasks, and Q&A touchpoints. All of this is adapted from the book I’m currently writing.

By the time students arrive at the course, they’re no longer starting from zero. The result: more confidence on Day 1, and deeper learning during the field course.

#4
The Student Handbook

This was a long time coming.

I introduced a printed, personalised student handbook for each student — a completely fresh resource to aid the outdoor learning.

66 pages of distilled knowledge and condensed notes from my 11,600+ km of outdoor experience.

Each student used it during the course to take notes, track progress, and revisit concepts. And they take it home with them after the course as a handy reference to refresh & revise what they learnt during the course.

#5
A 3D Terrain Model

I introduced another learning aid : a high-resolution 3D terrain model, precision-printed for fine topographic detail that models accurately-scaled, real-world elevation data and rendered to highlight ridges, gullies, valleys, peaks and other topo features.

This hands-on visual tool helped students connect contours with actual landforms, especially useful for visual learners who struggle with 2D maps.

Contours is the cornerstone for learning outdoor navigation — this model aided that learning.

#6
A Comfortable Stay — On Purpose

This year, the course fee was revised. A significant portion of that went into upgrading accommodation.

I booked a 3-star property with spacious rooms and private bathrooms.

This wasn’t about luxury.

It was about hygiene and comfort, to create an environment where they feel well-rested — allowing them space to completely focus on their learning objectives.

#7
Investing in Ultralight Gear — So Students Could Feel the Difference

One of the bigger behind-the-scenes investments this season was sourcing high-quality ultralight (UL) gear from outside India — so students could use it, not just see a sample or hear about it.

Combined with hands-on sessions on packing principles and weight optimisation, student backpack weights dropped from 15kg to sub-10kg. Yes, we weighed every single one.

If you’ve ever hiked with a heavy pack, you know how big of a difference that makes. They didn’t just learn about gear choices — they felt the difference on their backs, step after step.

That kind of learning sticks.

Too many outdoor courses push students to carry 20kg in 60-80L rucksacks like it’s a rite of passage — as if you’re training for the army. I took the opposite approach: show students what’s possible when gear, planning, and skill work together.

#8
Outdoor Cooking Module

Another big addition this season was the Outdoor Cooking module.

I didn’t just teach about food logistics — but we practiced it. Student carried cookware and actually learnt to cook their own meals during the 4-day hike.

We also explored smarter food strategies — like using dehydrated and freeze-dried ingredients, including fruits — so they could eat better on the trail without carrying unnecessary weight.

This module filled a key gap.

Until now, students learnt how to hike & camp — but now they know how to hike, camp AND feed themselves — making them truly independent hikers.

#9
Wilderness First Aid – The Final Missing Piece

Safety has always been a core part of the course. Until now, it focused on Risk Assessment, Human-Animal Conflicts, Self-Rescue, and other safety protocols.

I’ve now added a dedicated module on First Aid and Emergency Response.

Students learnt how to handle real-world situations — from common issues like sprains & blisters to more serious scenarios like altitude sickness & fractures.

They were introduced to the patient assessment system — a structured approach to caring for others on the trail to help save a life. We used serious role-plays and rescue scenarios to simulate emergencies so students could practice responding under pressure, with limited resources.

This is by no means a substitute for formal certification — but it gives them enough tools to be ready for the most common backcountry situations. Students are encouraged to take globally recognised courses like Wilderness First Aid (WFA) or Wilderness First Responder (WFR) to dive deeper.

The more students who leave with these skills, the safer our trails become. That’s the kind of ripple effect I want HFC to create.

Course Evals By Students

Every change in this course — from adding new content to giving students full control on ISGT day — is an instruction design decision. Each one builds on half a decade of work, iteration, and learning from the field. It takes months of behind-the-scenes effort to make it real. But I never assume it worked.

I ask the only people who can truly tell me: the students.

Every student fills out an anonymous course evaluation at the end. No names. No pressure. Just honest feedback on what helped, what didn’t, and what could be better. They also rate the course across key parameters. Here’s how students from the Summer 2025 edition rated their experience:

What matters even more to me are their words. Below are some of the things students said.

"Outdone."

"Great job with the course. it far exceeded my expectations."

"The fact that we were able to apply what we learnt is what makes the course worth it."

"I liked the way how you break down things to fundamental level and helped me unlearn all the previous stuff"

"Whole course was a very complete and engaging experience and pointing out a single moment would be very difficult."

"I have never seen such a clear distinction [about hiking styles] mentioned & explained anywhere. I feel these topics are very unique & except Manav nobody has ever mentioned it. I have learned a lot."

"There is a lot that is covered in the course and it could be overwhelming for a beginner. Having said this, the course is useful to a wide spectrum of students from beginner to experienced but not introduced to concepts such as digital navigation."

"[It is for] anyone who wants to explore outdoors on their own. Could be anyone from bird watcher, tree lover, photographers, casual hikers to someone who wants to make career in it."

"There is no type of person who should come to this course, but a type of person should be born after course."

This reminds me why I love doing this. Why I obsess over every detail. Why I keep pushing the envelope — and raising the bar for myself and others.

Read the evals

You can read the actual evals in full. Click on the image below (or this link).

Note : Some student ideas and suggestions for future editions have been blurred out — for strategic reasons. Any criticism or negative feedback is not blurred. Names of team members are blurred at their request. Feedback from very young participants (ages 10–12) is excluded from the eval set.

Coming Up Next

Here’s what I’m adding to the next edition of HFC in Autumn 2025 (Sep-Oct):

• Outdoor Leadership Module — expedition behaviour, group dynamics, and how to be a great co-hiker.

• Female Hygiene — practical solutions for women in the outdoors

• Pre-Course Fitness Improvement Plan — for those who want to train & get better before the field course.

• Parent–Child Batch — Good parents send kids to school. Great ones also take them outdoors. And because I enjoy teaching young participants.

• Need-Based Scholarships — to support serious, under-resourced applicants. No promises, but I’m trying to make the course more accessible.

• A couple more things which I'll keep under wraps for now.

That’s all for the HFC Summer 2025 Edition Report. See you in the next one.

Autumn 2025 (Sep-Oct) is open for enrolments. Last date : 15th August 2025

Learn more about the course here → https://manav.in/course