John Dewey famously wrote that ‘education is not preparation for life but life itself’, a philosophy that speaks to the heartbeat of CW Chu College (CWC). At the College, learning is not a detached academic exercise but something lived—shaped by human connection, real world engagement and shared responsibility.

GECW4022 College Project (Service) is a three-unit capstone course for Year 2–4 students. Preparation begins in spring, with most service work carried out in summer. In line with the College’s vision of being ‘involved,’ students work in small groups to design voluntary social or civic service projects that match their interests and strengths. Each group delivers an oral presentation, poster, and written report in Term 1.

Among the service initiatives, the CWC Service Team has distinguished itself since the founding cohort through its annual partnership with local secondary schools serving disadvantaged youth.

This past summer, supported by the D. H. Chen Foundation, the Service Team launched a four month programme titled ‘Understanding Socially Disadvantaged Youths from a Social Service Endeavour.’ The project brought together 48 students aged 14 to 17 from Po Leung Kuk C. W. Chu College, HHCKLA Buddhist Ching Kok Secondary School, and China Holiness College. Activities included an ice-breaking day, a three-day-two-night camp, and a reunion workshop. The programme aimed to build confidence, widen career imagination, introduce mindfulness for emotional well-being, and promote responsible, effective use of AI.

The project was coordinated by four student leaders: Vincent YIN Kin Yip, CHEUNG Yan Tung Sophia, LO Man Hei, and CHENG Yunying, all Year 2 students from Medicine and Law. Their academic achievements, they emphasised, were not badges of superiority but resources to be shared. ‘It mattered that the students could see different pathways,’ Sophia explained. ‘We wanted them to know success is not linear. And academic achievements are not the only achievement in life.’

The programme’s activities reflected this spirit. Life simulation games encouraged teamwork and decision-making in a low pressure environment. Career sharing sessions introduced students to diverse academic and vocational routes. Information literacy workshops taught students to question sources, while mindfulness practices equipped them with techniques to manage stress—essential skills for navigating Hong Kong’s demanding school culture.

These experiences had visible impact. One student shared that mindful breathing helped them manage difficult conversations at home. Another said they had begun verifying online sources instead of copying answers. ‘The games looked simple,’ one remarked, ‘but they taught me to listen, speak up, and work with people I had never met.’

Midway through the programme, Typhoon Wipha forced an early evacuation of the camp and moved remaining sessions online. Yet the disruption became an unexpected lesson in resilience. Volunteers adapted activities for digital delivery, and students saw firsthand that learning can continue despite uncertainty. ‘Even after the typhoon, they didn’t give up on us,’ a participant said. ‘It showed me learning doesn’t stop when plans change.’

Despite the interruption, programme outcomes were strong. Activity ratings ranged from 3.93 to 4.29 out of 5, and pre‑ and post‑programme surveys showed gains in confidence, AI literacy, and mindfulness skills. At the reunion workshop, students described applying programme lessons in everyday life—from managing stress to approaching schoolwork with renewed self-belief.

For the CWC volunteers, the most powerful insight was the importance of empathy. Many disadvantaged youth internalise academic struggles as personal failings without recognising the structural issues they face. Through attentive listening and consistent support, volunteers created a space where students could express doubts and aspirations. Empathy became action—requiring presence, humility, and patience.

Ultimately, the programme was not about shaping future doctors or lawyers. It was about restoring belief—belief in personal worth, potential, and the possibility of growth. By linking aspirations with lived realities, the project broadened students’ sense of what they might become and deepened volunteers’ understanding of service and inequality.

As the project concludes, Dewey’s words resonate anew: education is not merely preparation for life—it is life itself.