• Every year, we collaborate with local NGOs and social service units. Four students, coming from different departments, are grouped according to their interests in different service targets. They serve not less than 80 hours in the community during summertime.
• In the pre-service stage (April-May), with guidance by the course instructor, the group conducts agency visit and writes a service proposal. During the service stage (June-August), the course instructor and organization worker provide supervision and advice to students. In the post-service period (September), students submit individual and group reports, and oral presentation are required.
• The service emphasizes the application of academic knowledge and skills as well as the reflection of self and social issues.

2025/2026 Service-Learning Programme (Local)

Briefing Session

Date: 24 January (Friday) | Time: 5:30-6:30 pm

Venue: CK TSE Room (G/F) (Chung Chi Library)

The Briefing Session will be conducted in Cantonese. Please register via the online form: https://cuhk.qualtrics.com/jfe/form/SV_cM7ydzmCRk552mO

Cleaners-OREO | Acknowledgment: Mission to New Arrivals Limited

Through participating in experiential activities, workshops, and visits, we explored the social issues observed in the service, including the work of cleaners and the difficulties they face, such as the equipment for suburban cleaners and the inadequacy of their rest areas. Additionally, we discussed the role of lobour unions and the development of cleaners’ rights, covering topics such as working hours and wages, outsourcing systems, government neglect of cleaners’ rights, public perception of cleaners, and the manifestation of cleaners’ self-worth.

Cleaners-SAGA | Acknowledgment: Mission to New Arrivals Limited

By conducting waste audits at garbage stations and experiencing the daily work of cleaners in rural and urban areas, we understood the working conditions of cleaners. Through conversations with union and environmental group representatives, we considered how the design of garbage stations can align with environmental recycling trends and learnt about how unions build networks and provide assistance to workers. Finally, we distributed supplies at garbage stations and talked with cleaners. We also interacted with pedestrians on the Mong Kok footbridge, sharing our experiential learning experiences.

Rehabilitated Substance Abusers and their Families | Acknowledgment: LC-HKs Rainbow Lutheran Centre

We planned activities in two main components: health myth-busting classes and a war game. In the myth-busting classes, we provided health information to the participants by debunking myths and cooking together, offering them a stress-relief time to practice self-care. As for the war game, it allowed individuals to release inner stress. We also incorporated elements about preventing relapses into the game, hoping that participants could gain information about recovery from addiction while having fun.

Agri-Food and Urban-Rural Symbiosis | Acknowledgment: Biscuit Farm & CC Student Hostels

We hoped to create a small agricultural space at Buddhist Wisdom Primary School through this service-learning project, aiming to give primary students the opportunity to experience the joys and challenges of planting. Through a series of agricultural activities, we first conducted activities for making homemade fertilizers and enzymes, followed by campus planting activities, and finally arranged a visit to the Chinese University of Hong Kong to increase primary school students’ awareness of issues related to food, agriculture, and the environment. We, along with the “young agricultural pioneers”, acted as the ‘trailblazers,’ and the space would later be managed by teachers and students at the primary school, serving as an area for agricultural education.

Students with Hearing Disability | Acknowledgment: SLCO Community Resources Limited

Our group’s theme was ‘Self-Breakthrough and Social Care.’ In the ‘Self-Breakthrough’ part, we hoped that the participants could enhance their abilities through a series of summer activities, such as social behave abilities, critical thinking, and developing various interests to enhance their confidence. In the ‘Social Care’ part, we aimed to cultivate empathy in participants and deepen their understanding of disadvantaged communities in Hong Kong, thereby fostering their civic awareness and sense of social responsibility.

Community Bridging | Acknowledgment: Loday Culture

We believe that community service is not just about repairing tools, but about restoring relationships between people. We wandered around Yau Ma Tei, recording our observations and writing community notes. We also conversed with residents from different backgrounds, such as learning repair skills with disadvantaged groups. Finally, we designed a dialogue tool called the ‘Broken Things Guide’ and created a slogan ‘PDF’ to help the public understand the significance of repairing objects for community connection. We interacted with residents in Nam Shan Estate and held a public event at AIRSIDE in late September.

Ethnic Minorities | Acknowledgment: Ultimate United Hong Kong

Our group designed three activities tailored to the needs of ethnic minority families, leveraging our strengths to enrich their summer lives. We held cooking classes to teach basic nutrition knowledge, such as reading nutrition labels and recommending alternatives to high-fat foods. Parents and children could enjoy cooking together, enhancing cooperation and trust. Additionally, we conducted home visits to understand families’ awareness and opinions on social resources, providing appropriate resources accordingly. We also organized summer bridging classes and activities to stimulate learning motivation and guide students in thinking about their future development.