As a parent, I feel incredibly fortunate that my child, Fu Zixin (Sunny), a Grade 9 student at Xi’an Qujiang Dehong School, had the opportunity, through the Shenzhen Social Innovation Institute, to participate in the NextGen Next Generation Philanthropy Leadership Program, initiated by the Singapore Good Soil Foundation.
This was far more than an international learning experience that broadened his horizons. It was a journey of growth—one rooted in kindness, shaped by perspective, and strengthened by a growing sense of responsibility. As a parent, I was able to witness his transformation and development in a very tangible way.
In fact, my child first applied for the programme last year. I saw the effort and perseverance he demonstrated after being unsuccessful that year, and eventually being selected this year. That process itself was a form of growth. He was also the only secondary school student from Northwest China among the nine selected students, and he had been deeply eager to participate in the programme. Before travelling to Hong Kong, he completed the programme’s online preparatory training through the Shenzhen Social Innovation Institute.
Unlike traditional programmes that focus primarily on knowledge transmission, this year’s programme centred on the theme of using artificial intelligence to advance social good. Closely aligned with the changing times, it moved beyond the boundaries of the classroom and encouraged young people to approach social issues through innovative thinking.
Through immersive learning at The University of Hong Kong, my child was no longer limited to what he could learn from textbooks. He was exposed to diverse approaches to philanthropy, emerging applications of technology, and positive values surrounding social impact. He learned to view the world through a more inclusive, rational, and innovative lens—and, more importantly, to translate what he learned into action.
What pleased me most was the change in his mindset and perspective.
Previously, he was more focused on his own studies and daily life. After participating in the programme, he developed a much stronger awareness of the importance of caring for vulnerable groups in society. He came to understand that philanthropy is not simply about making donations; it is about sustained companionship, thoughtful empowerment, and genuine kindness.
The programme’s philosophy of “being good soil, rather than simply striving to be a shining seed” resonated deeply with him. He began to understand that true leadership is not about seeking attention or showcasing oneself, but about taking responsibility for supporting, empowering, and uplifting others.
The programme also brought together outstanding young people from different countries. Through cross-cultural exchange and collaboration, my child developed his communication skills, teamwork, and independent thinking. Under the guidance of experienced mentors, he learned how to break down complex social issues and translate philanthropic ideas into practical initiatives. His critical thinking and ability to put innovative ideas into practice grew significantly. I could see him becoming less impulsive and immature, and more composed, disciplined, and responsible.
During the five days of the programme, I witnessed this transformation firsthand.
After classes ended, the group members would continue meeting in the hotel lobby, dividing responsibilities and working together. They held online meetings whenever necessary and often discussed their projects late into the night. I had originally imagined spending the evenings exploring Hong Kong with my child, but instead found myself travelling alone while he continued working with his team.
Even when we were outside waiting for our McDonald’s order, the students would take out their laptops and continue refining their project.
At those moments, I saw his sense of responsibility and maturity once again.
After the programme ended, we travelled to the United States to prepare for the new school term. I initially thought the programme had come to an end. Instead, I discovered that the students had continued working together to put their winning project—focused on children with autism—into practice.
My child, Fu Zixin, has already been involved in the “Sunshine Heart” Autism Children’s Charity Fund under the Shaanxi Women and Children Development Foundation, which supports children with autism. Naturally, he wanted to contribute to this project as well. He began joining online meetings with his teammates in China as early as 6 a.m., working hard to carry the project forward.
This experience showed me that meaningful, compassionate education does not end when a programme ends. When young people are given the right environment, they can carry what they have learned far beyond the classroom and turn it into sustained action.
I am deeply grateful to the Shenzhen Social Innovation Institute and the NextGen programme for creating such a valuable platform for young people. The programme opens up an entirely new perspective on philanthropy and personal growth. It does not seek to manufacture perfect “elites”; instead, it thoughtfully nurtures a new generation of young people who possess kindness, perspective, and a genuine sense of social responsibility.
I sincerely recommend this programme to young people who are passionate, curious, and willing to explore. What they gain here is not simply an international learning experience or a set of practical skills, but a lasting foundation of kindness, a broader worldview, and positive values that can benefit them throughout their lives.
