Between 22 May and 5 June, 2019, a total of 18 students of Stanley Ho East Asia College and from various academic and cultural backgrounds participated in the Sichuan service-learning programme. With the guidance of Resident Fellows Dr. Sancia Wan and Dr. Edmond Yeung, and local social workers and teachers, the students organised lessons and events for local children and villagers, interacted with those living in remote areas, and joined field visits in Shuimo, Yingxiu, Dujiangyan and Chengdu in Sichuan.
On the first two days, students learned basic Sichuan dialect, visited around Shuimo Town which was their main destination of service and activities, and 
attended team-building activities with Aba Teachers’ College volunteers. On the following eight days, they organised a series of service activities, including visits to children and families in vulnerable conditions, voluntary teaching in a primary school and a middle school. In-between, when they were staying in a relatively remote village, they taught children to dance and sing, led children to perform in the Children’s Day event, and learned and helped with farmwork. Students meanwhile helped the organisation of a food festival where the elderly and host families gathered to have lunch together. On the last three days, the delegation visited Yingxiu Town, the epicenter of the 2008 Sichuan Great Earthquake, the World Heritage of Dujiangyan Irrigation System, Mount Qingcheng, and various cultural and historic sites in Chengdu.
attended team-building activities with Aba Teachers’ College volunteers. On the following eight days, they organised a series of service activities, including visits to children and families in vulnerable conditions, voluntary teaching in a primary school and a middle school. In-between, when they were staying in a relatively remote village, they taught children to dance and sing, led children to perform in the Children’s Day event, and learned and helped with farmwork. Students meanwhile helped the organisation of a food festival where the elderly and host families gathered to have lunch together. On the last three days, the delegation visited Yingxiu Town, the epicenter of the 2008 Sichuan Great Earthquake, the World Heritage of Dujiangyan Irrigation System, Mount Qingcheng, and various cultural and historic sites in Chengdu..
In the end of the programme, during the reflective sharing, the students expressed that they had learned to work with people from different backgrounds towards shared goals that were set for the service activities. Moreover, they 
also appreciated others’ contributions and pleased with the group leadership effort.
also appreciated others’ contributions and pleased with the group leadership effort..
Since 2013, SHEAC has organised service-learning programmes during summer and winter breaks for students aiming at helping students:
a) build up confidence and awareness that they should be able to give and to offer help to people in need;
b) nurture stronger social responsibility and civic engagement;
c) develop a higher level of leadership, teamwork and communication skills;
d) enhance cultural sensitivity and recognize the importance of cultural diversity; and
e) strengthen the rapport among students and fellows through this memorable journey of a life time.
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2019年5月22日至6月5日，共有18名來自不同的學術和文化背景的何鴻燊東亞書院學生參加了四川服務學習計劃。在書院導師溫慧珊博士和楊偉剛博士，以及當
地社工和老師的指導下，同學們為當地兒童和村民組織了各種課程和活動，與生活在偏遠地區的人們進行了互動，並去了水磨市、映秀鎮、都江堰和成都進行見學旅行。
地社工和老師的指導下，同學們為當地兒童和村民組織了各種課程和活動，與生活在偏遠地區的人們進行了互動，並去了水磨市、映秀鎮、都江堰和成都進行見學旅行。.
頭兩天，同學們學習了基本的四川方言，在作為服務和活動主要目的地的水磨鎮進行了各項實地考察，並參加了阿壩師範學院志願者設計的團隊建設活動。在接下來的八天，書院一行人組織了一系列服務活動，包括探訪弱勢兒童和家庭，在小學和中學進行興趣班和主題教學。在此期間，當他們亦住進了一個相對偏遠的村落，教孩子們唱歌跳舞，帶領孩
子們在兒童節活動中表演，並學習和幫助做農活。同時，同學們協助準備了村裏首屆「壩壩宴」酒席菜肴，與村民長者共進午餐。在最後三
天，一行人參訪了2008年四川大地震震中映秀鎮、世界遺產都江堰灌溉系統、青城山風景名勝區及成都的各個歷史文化景區。
子們在兒童節活動中表演，並學習和幫助做農活。同時，同學們協助準備了村裏首屆「壩壩宴」酒席菜肴，與村民長者共進午餐。在最後三天，一行人參訪了2008年四川大地震震中映秀鎮、世界遺產都江堰灌溉系統、青城山風景名勝區及成都的各個歷史文化景區。.
最後，同學們在反思分享中表示他們學會了與不同背景的人一起努力，為服務活動設定共同的目標並協力完成各項任務。此外，他們也感謝他人的貢獻，並對組員間共同的領導力感到滿意。
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自2013年以來，何鴻燊東亞書院在夏季和冬季假期期間為學生組織服務
學習計劃，旨在幫助學生：
學習計劃，旨在幫助學生：一）建立自己能為有需要的人士提供幫助的信心和意識；
二）增強社會責任感和公民參與度；
三）培養更高水平的領導力、團隊合作和溝通技巧；
四）增強文化敏感性，並認識文化多樣性的重要；以及
五）通過此種難忘的人生旅程，促進同學之間的融洽關係。