IBChangemakers: Students show true spirit of learning

The Service as Action (SAA) Projects in the IB curriculum are significant because they build empathy, leadership, and real-world problem-solving, encouraging students to apply classroom learning toward meaningful social impact. Meet four such students at Apeejay’s IB School, Apeejay School International, Panchsheel Park – Harshitha Khuurana, Ryan Khetrapal, Yuvraj Dugar, and Saatvik Arora, whose project on Caring for Tomorrow highlighted the value of empathy, teamwork, and the power of education in shaping brighter futures for underprivileged children.

Harshitha shared that the SAA project had a big impact on her because it showed how small efforts can create meaningful differences in someone else’s life. “During our bake sale, we raised money to buy stationery and distributed it to an NGO. Watching the happiness on the children’s faces taught me to value what I have and be more empathetic toward others. A moment that stayed with me was seeing their smiles and gleaming eyes; it made me realise all our hard work was worth it,” she recounted.

Through this project, she also understood the true importance of education. It is not only about exams or books but about giving people equal opportunities to grow. “Watching children value something as small as stationery showed me how these basic things hold great significance for learning. It made me believe that education can reduce gaps in society and empower people to build a better future,” she shared, and added that working with her teammates helped her develop communication skills, as they constantly collaborated and supported each other.

“Although coordinating everyone’s ideas and dividing tasks was challenging, open discussions and assigning roles based on strengths helped us succeed. These lessons will stay with me for future IB projects and beyond school,” she said.

Ryan, who loves playing football and table tennis, and in his free time, he enjoys cooking, listening to music, and playing the keyboard, said, “The SAA project made me more confident and independent. Initially, I wasn’t sure if I could handle it, but once I started preparing, I realised I could take responsibility and overcome challenges. I learnt that staying organised and focused helps me work best, and I discovered I am capable of leading when required. It gave me satisfaction to see my efforts making a real difference. I also realised that education is more than exams and grades; it gives knowledge that helps in daily life and continues beyond school.

Through the project, he applied what he learnt in IB subjects like Individuals and Societies and Mathematics, which helped in planning, logical thinking, and organising tasks. “Interacting with peers, teachers, and the community shaped my communication and teamwork skills. This experience also influenced my career goals, as I now wish to pursue business management and create a positive impact on society,” this public speaker, who has taken part in many MUNs and social activities, shared.

Yuvraj, who loves playing tennis and started a small business, shared, “This project was a completely new experience for me, as I had never done anything like it in my previous school. It helped me connect more with my friends, explore new places, and see firsthand the challenges faced by underprivileged children in accessing education. I also learned about the SDG goals and realised how meaningful service can be.”

Working in a team wasn’t always easy, he added. We had disagreements in the beginning, but we soon learnt to cooperate and make decisions together. I felt genuinely proud that we were able to raise money and provide support to children in need. Along the way, I developed communication and research skills, while our teachers guided us toward lesser-known places with many children and helped us plan effectively,” he said.

Saatvik, whose main interests are football and art, shared that the SAA project made him care more about children in need and showed me that I work best when I fully understand the details.

“I dove deep into research, which gave me clarity to plan and execute the work well. There were real challenges. When two teammates couldn’t join the donation, Yuvraj and I had to collect and deliver the stationery ourselves, making quick decisions on our own. Setting up the bake sale was demanding, too, but it paid off,” he said.

His proudest moment was receiving photos of the children holding the stationery. His advice to others is simple: Don’t treat the SAA project as a task to finish. Get into it, do the research, and you’ll learn more about yourself while creating something meaningful.