Theological Reflection and Social Catholic Teaching 

Despite theological teachings emphasizing unity and support, such as those in Christianity—a state-sponsored religion in China with significant growth since the 1980s—these principles are largely ignored by Chinese leaders and citizens. This neglect has exacerbated educational inequalities, with the mainland prioritizing its own development over Tibet's needs. This approach contradicts Christian doctrines advocating for the support of those in poverty, a principle ignored by mainland authorities and individuals, further deepening the educational divide. The paper suggests that adhering to these teachings could address the root causes of educational disparities in Tibetan regions.

Life and Dignity of the Human Person and Call to Family, Community, and Participation are core to Catholic Social Teaching and relevant to the issue at hand. Christianity holds human life as sacred, and individual dignity as society's moral base. Yet, poverty and educational gaps severely harm this dignity. Christianity's equality principle demands equal opportunities for all, but the educational shortcomings faced by Tibetan students in China contradict this, infringing on their sacred life and societal moral foundation. Moreover, human life's sacred and social nature means individuals should aim to be valuable society members, a goal education facilitates by imparting necessary knowledge and skills. Unfortunately, the educational disparities in Tibetan regions limit their societal contribution, reflecting a deviation from Catholic Social Teaching.