The Driving Question

How can I design and create a mobile app for my NGO that allows us to educate people and easily engage followers and volunteers?

The Project: Connecting Communities Through Code

In response to his driving question, Sarfo developed a mobile application aimed at addressing digital isolation among youth in Ghana.

Despite widespread access to smartphones and technology, many young people lack access to relevant, accessible information about their communities, their country, and the wider world. Sarfo identified this gap not as a lack of tools, but as a lack of connection.

The Core Idea: His solution was to design an app that:

• Shares curated news and global trends in a simple format
• Promotes local and international events with accessible registration
• Creates a digital hub for community interaction and knowledge sharing
• Provides access to free learning resources and courses

By using tools already present in users’ daily lives, the project focused on accessibility rather than complexity.

Design, Development & Iteration

Sarfo’s process followed a structured cycle of learning, designing, building, and iterating.

Learning the System:
He began by identifying his target audience, youth aged roughly 16–24 in Ghana, and researching the devices they use. This led him to select technologies that would allow cross-platform development for both Android and iOS within a limited timeframe.

Designing for Impact:
Through multiple iterations, Sarfo refined his UI/UX approach, moving from text-heavy, unclear layouts to a more intuitive and visually engaging interface. His design principles focused on simplicity, consistency, clarity, and efficiency, ensuring the app would be easy to navigate and meaningful for users.

Building the App:
Using React Native, he developed the app from scratch, managing authentication systems, data storage, and version control.

Iterating Through Feedback:
Sarfo created a structured feedback system using shared documents where testers could report issues and suggest improvements. This allowed him to continuously refine the app, addressing bugs, improving usability, and adapting features based on real user experience.

Challenges & Breakthroughs

The development process presented both technical and creative challenges.

Technical Obstacles:
Debugging complex code and resolving “mysterious bugs”
Managing authentication systems
Maintaining code stability and accessibility across devices

Design Challenges:
Translating ideas into clear, user-friendly interfaces
Balancing functionality with simplicity
Through persistence and iteration, Sarfo moved from early prototypes to a fully functional application ready for user testing, marking a significant milestone in both technical skill and problem-solving ability.

Final Product: A Platform for Access

The final app serves as a centralized platform where users can access news, events, and educational resources while connecting with their community.

The Impact:

• Increased awareness of local and global issues among youth
• Strengthened community engagement through shared events and information
• Improved confidence and access to opportunities for young users

By transforming existing technology into a meaningful tool, the app begins to address the issue of digital isolation at its root.

The Summative Reflection

For Sarfo, this project extended beyond coding or technical development. It became a way to rethink access, equity, and the role of technology in everyday life.

What started as a passion for programming evolved into a solution with real-world impact. Through this process, he not only developed technical expertise, but also a deeper understanding of how technology can bring people together.

As he reflected, the goal was never just to build an app, but to ensure that young people are not left out simply because they lack access to information.

The Driving Question

How can I develop my understandings on the global coffee industry and its local variations through primary & secondary research?

The Project: Coffee as a Learning Journey

In response to his driving question, Halca developed a multi-year body of work using coffee as a framework to explore global systems, culture, and identity.

The Research Foundation: Beginning with a mastery project, Halca investigated five key areas: the history of coffee, production systems, seed-to-cup processes, producing countries, and the global coffee industry. Through over 20 secondary sources and primary café observations across multiple countries, he built a comprehensive understanding of coffee as both a cultural ritual and an economic force.

Systems & Equity: Expanding on this foundation, he conducted a comparative research study on coffee trade systems in Ethiopia. By analyzing traditional commodity markets alongside certifications like Fairtrade and Rainforest Alliance, Halca evaluated their impact on smallholder farmers. His findings revealed that even systems designed to promote equity can carry bias, often highlighting success while overlooking limitations. This reflects core principles of industry analysis, where understanding both opportunities and constraints is essential.

Production & Sustainability: Shifting focus to Brazil, Halca explored sustainable farming practices such as agroforestry and examined how land ownership and environmental systems shape coffee production. This work emphasized that innovation in coffee begins at the level of farmers and ecosystems, not just in cafés.

Final Product: From Knowledge to Action

The culmination of Halca’s learning extended beyond research into community impact.

The Service Initiative: In Indonesia, he designed and led a coffee workshop for young adults from an orphanage, addressing gaps between education and employment. The workshop covered brewing techniques, flavor profiling, and coffee tasting, creating access to skills and new opportunities.

The Reflection: Through this experience, Halca recognized that knowledge gains value when it is shared. Coffee became not only a subject of study, but a tool for connection, access, and empowerment.

Driving Question:

How does capoeira embody the essence of Afro-Brazilian culture and history?

Module Summary:

The teacher-led module “Capoeira” explores the history, cultural significance, and practice of Capoeira, a Brazilian martial art with roots in African traditions. Students examine how Capoeira developed during colonial times, its periods of restriction and criminalization, and its eventual legalization and global spread. Through this lens, the module highlights Capoeira as both a physical discipline and a cultural expression deeply connected to Afro-Brazilian identity.

Throughout the module, students engage in hands-on learning and cultural immersion to develop their understanding of Capoeira. Learners participate in weekly Capoeira classes, where they practice movement, rhythm, and technique, as well as learn to play traditional instruments such as the berimbau. They explore different styles of Capoeira, including Angola and Regional, and deepen their skills through an intensive training experience with expert practitioners, including sessions at ABADÁ-Capoeira, a globally recognized Capoeira organization.

In their final assessment, students create and perform a choreographed Capoeira piece that incorporates the styles and techniques they have learned. The process requires collaboration, creativity, and communication, as students from diverse backgrounds work together to build a cohesive performance. Through this experience, the module emphasizes the importance of cultural appreciation, physical expression, and teamwork, allowing students to engage with Capoeira as both an art form and a living cultural tradition.

Driving Question:

How can we understand the impact of equity and Canadian policies on the unhoused populations of Vancouver to propose new policies?

Module Summary:

The teacher-led module “Roof Rights” explores the challenges of housing affordability and homelessness in Vancouver. Guided by the driving question, how can we understand the impact of equity and Canadian policies on Vancouver’s homeless population in order to propose new policies, students investigate the social, economic, and political factors that shape housing access in the city. The module encourages learners to analyze real-world systems and develop policy-based solutions to address the housing and homelessness crisis.

Throughout the module, students conduct independent research, field visits, and discussions with experts to better understand the issue. Learners visit sites such as the Chinatown Foundation and East Hastings, where they observe initiatives focused on supporting unhoused individuals and revitalizing communities. They also explore other areas of Vancouver, including Deep Cove, to examine the contrast between neighborhoods with high livability and those facing significant housing challenges. These experiences help students understand how access to services, resources, and inclusive infrastructure shapes quality of life in urban environments.

Students also learn from guest speakers and researchers who share insights into homelessness, drug policy, and social support systems in Vancouver. Speakers include filmmaker Dominic Streeter, author Travis Lupick, and researcher Jing Xue, who discuss topics such as substance use, safe injection sites, and experimental housing initiatives. The module culminates with students developing policy proposals aimed at improving support systems for unhoused populations, addressing areas such as community centers, rehabilitation programs, mental health resources, and housing assistance.

Driving Question:

How can I promote global awareness in New Zealand youth through teaching primary school students about different countries and cultures around the world?

Product output from this module:

A collection of classes I have taught and lesson plans inspired by the classes I teach and the different countries. 

Module Summary:

Rianon, from New Zealand, undertook a service learning project called “Beyond NZ” to address the lack of global awareness among New Zealand primary school students. Geographic isolation has made New Zealand a peaceful country but has also limited its interaction with the rest of the world. Rianon observed that New Zealand’s education, especially at the primary level, is heavily focused on local content, leading to cultural insensitivity, limited problem-solving skills, and ineffective communication.

To tackle this issue, Rianon reconnected with her old primary school, where her former teacher became her external mentor. She observed his teaching methods and then taught classes herself. Her goal was to inspire interest in global awareness through engaging and fun lessons about different countries. Rianon taught six classes with three different teachers, totaling eight hours of teaching time. The students, aged 8 to 9, were taught about Botswana, South Korea, and India.

For Botswana, Rianon shared personal stories from her travels and had the students create informational posters. The South Korea lesson included fun facts and cultural traditions, and the students planned their own trips. The India lesson focused on cultural diversity and celebrations, ending with a competitive quiz.

Rianon used visual communication and collaborative activities to keep the students engaged. Although she acknowledges that the project didn’t change the primary school education system, it successfully made the world seem a little closer for these children in Devonport, New Zealand.

Driving Question:

How does Japan’s culture perceive the concept of “existence”?

Project Summary:

Koko K., a Grade 10 student at TGs from Japan and Singapore, undertook a personal project titled “Between Nothing and Being.” This project explored Noh, a traditional Japanese theater form dating back to the 14th century. Through her research, Koko discovered that Noh theater requires an actor to possess inner solitude and concentration, allowing them to transcend their body and achieve a unique state of presence and groundedness.

Her project delved into the Japanese cultural concept of existence, using Noh and the pine tree (matsunoi), a symbol of eternity and longevity, as central themes. She examined how Shinto, which emphasizes the worship of nature and inanimate objects, and Buddhism, which focuses on change and impermanence, shape Japanese views on existence.

Koko engaged with multicultural literacy through this project, rediscovering and appreciating her Japanese culture. Her research included analyzing and reflecting on books about Shinto and Buddhism, attending Noh lessons with Kinue Ooshima Sensei, and studying Noh routines. She also compared Japanese concepts of existence with Western philosophical ideas from thinkers such as Victor Frankl, Sigmund Freud, Friedrich Nietzsche, and Aristotle.

Koko concluded that Japanese culture perceives existence as a balance between Shinto’s eternity and Buddhism’s impermanence. In Japan, the worship of kami (gods) in nature symbolizes eternity, while the frequent natural disasters and seasonal changes emphasize the impermanence of life. This cultural balance is reflected in the construction of buildings like shrines, which are designed to be periodically destroyed and rebuilt.

In her final summative product, Koko aimed to manifest this concept of existence by performing the Noh routine “Yuya,” striving to achieve neutrality in her physicality and mentality. She reflected on her learning process, acknowledging the need for better time management and a more chronological approach to her research.

Overall, the project deepened Koko’s understanding of Japanese customs, values, and beliefs, helping her to embrace her Japanese identity with confidence.

Driving Question:

How can AI be applied in investigative, opinion, and solutions-based journalism in the context of digital communities in Bosnia?

Module Summary:

The “AI Journalism” module explored the intersection of artificial intelligence and journalism. The module aimed to understand the capabilities and limitations of AI in news writing and its impact on current events.

Students investigated the origins and evolution of journalism in their home countries and Bosnia, comparing human-written articles to AI-generated content. They examined various types of journalism—investigative, solution-based, and opinion—and learned how AI can be ethically and legally integrated into these fields.

The module included excursions to notable sites like the Al Jazeera Balkans, the National Museum of Bosnia and Herzegovina, and the Sarajevo Film Festival. Guest speakers provided insights into wartime reporting and modern journalism challenges, emphasizing the irreplaceable human element in storytelling.

Through practical experiences and reflections, students created their own articles, juxtaposing them with AI-generated pieces to discern the unique human touch in journalism.

For instance, senior student Santi D. created an article titled ‘Unraveling the Web of Deceit: Serbian Media’s Role in Spreading Fake News During the Yugoslav Wars,’ which examines the impact of misinformation during the 1990s conflicts in the Balkans. The article outlines how the Serbian media played a crucial role in shaping public perception and exacerbating ethnic tensions through the dissemination of fake news and propaganda.

Driving Question:

In what ways can the art of storytelling be adapted to communicate across disciplines and for different purposes?

Project Summary:

Rianon T., a grade 11 student from New Zealand, embarked on a journey of storytelling and cultural immersion during her time in Botswana. Inspired by the diverse voices and experiences of the local storytellers she met—ranging from published authors to musicians and safari rangers—Rianon was tasked with creating her own story based on her encounters and observations. This experience profoundly shaped her understanding of the importance of listening to elders, the beauty of nature and wildlife, and the timeless lessons imparted through children’s stories.

The core of Rianon’s story focused on a young girl named Impo, who learns the vital lesson of listening to her elders as she navigates the Okavango Delta. Through encounters with various animals, including a hippo and a crocodile, Impo learns not only about the unique characteristics of each creature but also gains wisdom about the consequences of not heeding advice. Each encounter in her story serves as a metaphor for the deeper cultural and moral lessons imparted by the elders in Botswana.

During her presentation, Rianon shared a snippet from her story, where Impo encounters a hippo while crossing a river. This scene beautifully illustrates the importance of paying attention and listening, as Impo attempts to identify a zebra based on her limited knowledge, only to learn from the hippo that listening to one’s elders is crucial for survival and understanding. The encounter with the hippo also emphasizes the gentle and wise nature of the elder animals, who impart their wisdom to the younger generations.

Rianon’s story resonates not only with the audience but also with her own personal growth and understanding of the world around her. It showcases how stories can transcend cultural boundaries and impart timeless lessons that resonate with people of all ages. Through her storytelling, Rianon not only honors the traditions and wisdom of the people she met in Botswana but also carries forward their teachings to inspire others to listen, learn, and grow.

Driving Question:

How can I use my personal life experiences to write and illustrate a children’s book that explores the topics of race, culture and identity?

Project Summary:

Samara M., one of our senior students, shared a deeply personal project inspired by her multicultural background, having lived in Kenya, China, Malaysia, and Tanzania. Despite loving books like “Alexander and the Terrible, Horrible, No Good, Very Bad Day” and “The Gruffalo,” she felt a lack of stories that reflected her unique experiences.

Identifying as a third culture kid, Samara highlighted the challenges and feelings of isolation that come with this identity. To bridge this gap, she created a children’s story that resonates with the third culture experience and beyond.

Samara conducted research across schools in Kenya and Tanzania, revealing a significant underrepresentation of black characters in children’s books. Motivated by these findings and Susan Sontag’s belief that stories shape our world, Samara wrote “The Little Frog’s Dilemma,” a tale set in a pond divided into four regions, each with distinct skills.

The protagonist, a frog with parents from different regions, embodies a blend of these cultures but struggles to excel in any single skill. Despite initial failures in dancing and magic, the frog’s unique croak, a metaphor for its mixed identity, ultimately earns it the honor of performing for the queen.

Through this story, Samara aims to reflect diverse experiences and foster connection. She encourages everyone to embrace and share their personal narratives, believing they have the power to ignite empathy and break down barriers.

Samara’s hope is that “The Little Frog’s Dilemma” will resonate with readers and become a cherished story, inspiring others to create bridges through their own unique tales.

Driving Question:

How might I promote gender equality to a young population using traditional African tales?

Project Summary:

Yeli K, a senior from the United States, has written a children’s book titled “The Farafina Tales” aimed at promoting gender equality in West Africa. The book addresses critical issues such as child marriage, female genital mutilation, and violence against women, which are prevalent in countries like Senegal, Guinea, and Liberia. Through interviews with experts across the continent, Yeli K identified factors contributing to these issues, including lack of legislation, ineffective law enforcement, negative cultural perceptions of women, and lack of economic opportunities.

Inspired by a study showing how children’s literature can shift gender perspectives in Rwanda, Yeli K sought to promote gender equality among young West Africans through literature. This led to the creation of a 30,000-word novel manuscript for 8 to 12-year-olds, which won a Scholastic Gold Key for the New York region and a National Silver Medal in the Scholastic Art and Writing competition.

The story follows a 13-year-old girl named Mariama, who, with the help of a secret society of African heroes, saves her school from developers aiming to turn it into a mall. To write this book, Yeli K undertook a 150-hour course on writing for children, receiving a distinction. This was followed by detailed world-building and character development, guided by feedback from mental health and gender-based violence experts, children’s book authors, mentors, and the target audience of children.

Yeli K wrote 1,000 words daily during November, utilizing National Novel Writing Month resources and community support. After completing the initial drafts, the book was distributed to eight children aged 8 to 12 in Lagos, Nigeria, for critical feedback, which was incorporated into the final draft.

Through this project, Yeli K aims to inspire young people globally to use art to ignite profound social changes, demonstrating the power of literature in addressing pervasive societal issues.