It has been just over a month since our Middle School students returned from our cross-border trip to the Sichuan region of China, and yet the experiences continue to resonate deeply within our community. This memorable journey was led in partnership with Hutong, a wonderful organization that creates unforgettable travel experiences across China for students from international schools around the world. The trip was also supported by four of our dedicated DSHK teachers. Together, we set out to create an immersive learning experience, one that connected classroom learning to the real world and invited students into meaningful moments of challenge, reflection, and growth.
At the heart of this trip was our commitment to project-based learning. Grade 8 students have been exploring mindfulness and spirituality, analyzing ancient practices such as martial arts and religion. Sichuan, renowned as a center of Daoism and blessed with breathtaking natural landscapes, offered students a profound context in which to engage with these ideas—not as abstract concepts, but as lived experiences. Meanwhile, Grade 7 students were immersed in a culinary project, studying the techniques and traditions of Chinese cuisine and applying their learning to design modern, sustainable menus. Known as the “Land of Plenty,” Sichuan provided endless opportunities to taste food deeply rooted in tradition and richly spiced, perhaps even a bit too spicy for some of us, and to create memories that will last well beyond the trip itself.
From the outset, DSHK and Hutong worked closely together to design a bespoke program that aligned with our curricular goals while honoring the culture and landscape of Sichuan. The result was a week of truly experiential learning.
Learning Through Experience
Our days were filled with a wide range of activities that invited students to observe, participate, question, and reflect. We began by engaging with the local Chengdu community, learning firsthand about the city’s famous “chill” culture in People’s Park. On day 2, students tested their culinary skills, preparing Kung Pao chicken and panda-inspired dumplings, before diving deeper into Daoism and the teachings of Lao Tzu.
Academic learning was seamlessly woven throughout the trip. Students examined an ancient irrigation system, applying mathematical thinking to design their own solutions. Midway through the week, we visited the much-anticipated Wolong Panda Base. This experience led into a powerful role-play debate, where students assumed the perspectives of different community members to discuss whether the growth of tourism—and the panda base itself—had more positive or negative impacts.
One of the most meaningful experiences came toward the end of the trip, when we had the privilege of connecting with members of the Xiang ethnic minority group. Hiking through Muka Village, spending time with local villagers, and witnessing a way of life quite different from our own offered students a rare and deeply humanizing perspective. We closed the week in joyful fashion—with a dance party that began with learning traditional dances and ended in exuberant free-styling to contemporary music.
Living in the Growth Zone
Throughout the trip, students were encouraged to think about their experiences through the lens of three zones: safe, growth, and danger. The safe zone is our comfort zone—familiar and predictable. The growth zone, however, is where real learning happens: when we encounter new challenges that stretch us without overwhelming us. The danger zone pushes beyond that point, risking anxiety and disengagement.
I’m happy to share that this trip was filled with growth zone moments. Students ate unfamiliar foods, navigated greater independence by exploring the town in small groups to find dinner, and spoke with strangers to seek information and build connections. We stayed in accommodations native to the Wenchuan region, which differed from the comforts many are used to in Hong Kong.
One particularly shining moment of growth occurred during the community debate following our panda base visit. Students were challenged to think critically, adopt another perspective, and articulate their viewpoints with care. Several students pushed themselves even further by debating in a language they found less comfortable, earning well-deserved, resounding applause from their peers.
Holistic Development in Action
The impact of such experiences is difficult to measure fully, but it is unmistakable as you witness it unfolding. Over the course of the week, students became more independent, confident, connected, and caring. Early on, many stayed within familiar friendship groups. By the end, they were connecting across grades, actively engaging in discussions, asking thoughtful questions, and taking responsibility for both themselves and the wellbeing of others.
Our pre- and post-trip surveys also captured this growth, particularly in areas such as independence, cross-cultural awareness, collaboration, responsibility, reflection, and global citizenship. These are precisely the skills we hope to nurture as part of a truly holistic education.
Closing Reflections
I feel immense gratitude for the opportunity to participate in this Sichuan journey. Navigating the growth zone alongside our students was both meaningful and inspiring. I also feel an even stronger connection with my colleagues Jessie, Robynne, and Vivian, as shared moments of laughter and reflection allowed us to connect in ways that the day-to-day rhythm of school life does not always permit. I am deeply thankful to our Hutong leaders, Callum, Choegon, Jane, and Rongrong, who took exceptional care of our group, adapted with thoughtfulness, and facilitated an experience that was both engaging and unforgettable.
One comment from a Hutong leader has stayed with me: “This is a special group. You can tell they really like and care about each other.” Hearing that filled me with pride, as it reflects the strong sense of belonging and community that defines DSHK.
That spirit was perhaps best captured during our final dance party. An eighth-grade student, typically quiet and reserved, stepped into the center of the circle and danced with passion and confidence. The moment itself was powerful, but it was the thunderous cheering and genuine celebration from the rest of the group that made it unforgettable. In that moment, the joy, trust, and connection we had built together came fully alive.
It is memories like these that remind us why experiential learning matters, and why journeys like this one to Sichuan remain so meaningful.
