World Expeditions Schools Blog

Sustainable Development Goals and School Travel Programs

Fri, 30 Jan 2026 00:06:42 GMT

Sustainable Development Goals

The United Nations Sustainable Development Goals provide a widely recognized framework for understanding the social, environmental, and economic challenges shaping our world. World Expeditions Schools educational journeys naturally connect with these goals and reflect curriculum priorities valued by North American schools.

Our programs give teachers clear, practical ways to extend classroom learning into real world contexts through experiential education offered across a range of international settings. Students engage directly with communities, environments, and systems, applying learning from science, humanities, geography, civics, and leadership frameworks. This approach allows teachers to meet curriculum expectations while giving students meaningful learning experiences that build critical thinking, global awareness, and responsibility.

Contact us to discuss how an overseas school program can support your curriculum goals.

SDG 1 – No Poverty

Eliminate poverty in all its forms everywhere.

Mapped to IB Individuals and Societies, AP Human Geography, and Common Core social studies and literacy outcomes, learning experiences connected with SDG 1 examine how education, livelihoods, infrastructure, and local decision making influence economic stability and community resilience. Students explore poverty as a complex system shaped by geography, resources, policy, and opportunity. Activities may include contributing to school-based initiatives, working alongside community organizations and trained builders, engaging with sustainable farming practices, and evaluating how community-led economic projects improve living conditions and create longer-term pathways toward financial security. Teachers often choose to discuss program ideas with an education travel specialist early in the planning process.

SDG 2 – Zero Hunger

End hunger, achieve food security, improve nutrition, and promote sustainable agriculture.

Connected to NGSS, AP Environmental Science, AP Biology, and IB Sciences, learning experiences related to SDG 2 investigate how food systems, nutrition, agriculture, and environmental conditions interact. Through hands-on, community-based learning, students examine food insecurity and the role of sustainable agriculture in improving nutrition and long-term resilience. Experiences may include collaborating on sustainable farming practices, exploring composting and soil health, preparing food using locally sourced ingredients, and analyzing how agricultural systems respond to environmental pressures.

SDG 3 – Good Health and Well-being

Ensure healthy lives and promote well-being for all at all ages.

Relevant to NGSS, AP Biology, AP Environmental Science, and health and social studies frameworks, learning experiences linked with SDG 3 explore how clean water, sanitation, nutrition, environment, and basic infrastructure shape community health and well-being. Students engage with initiatives focused on clean water access, improved sanitation, reduced indoor air pollution, sustainable food systems, and care-focused service activities. These experiences help students understand health as an interconnected system influenced by environmental, social, and economic factors.

SDG 4 – Quality Education

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Aligned with Common Core literacy and social studies, IB Approaches to Learning, IB CAS, and Duke of Edinburgh, learning experiences associated with SDG 4 examine how access to education, learning environments, and community support influence opportunity and long-term outcomes. Students explore barriers to education and contribute to initiatives that strengthen school infrastructure, enhance learning resources, and improve inclusive access. These experiences reinforce the role of education in building resilient communities and supporting lifelong learning. Teachers planning these experiences often speak with us about aligning activities to specific curriculum goals.

SDG 5 – Gender Equality

Achieve gender equality and empower all women and girls.

Informed by IB Individuals and Societies, AP Human Geography, Common Core social studies, and IB CAS, learning experiences connected with SDG 5 explore how gender equity, education, health, and economic participation influence community well-being. Through community-based initiatives, students engage with projects that promote women’s leadership, vocational skills, economic participation, and health-focused infrastructure. These experiences allow students to examine structural barriers while applying classroom learning to inclusive, real world contexts.

SDG 6 – Clean Water and Sanitation

Ensure availability and sustainable management of water and sanitation for all.

Linked to NGSS, AP Environmental Science, AP Biology, and geography curricula, learning experiences related to SDG 6 examine how clean water access, sanitation systems, and sustainable water management underpin public health and community resilience. Students engage with clean drinking water initiatives, sanitation improvements, hygiene education, and freshwater conservation, building an understanding of how environmental systems connect to human health and development.

SDG 7 – Affordable and Clean Energy

Ensure access to affordable, reliable, sustainable and modern energy for all.

Related to NGSS, AP Environmental Science, physics, and geography, learning experiences connected with SDG 7 explore how renewable energy systems, energy efficiency, and clean technologies contribute to sustainable development. Students investigate renewable power generation, off grid energy systems, and energy infrastructure, applying classroom concepts to practical energy challenges while examining links between energy, climate, and community resilience.

SDG 8 – Decent Work and Economic Growth

Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all.

Framed around IB CAS, AP Human Geography, economics, business studies, and social studies, learning experiences linked to SDG 8 explore how ethical enterprise, skills development, and community-led initiatives create sustainable livelihoods. Students examine vocational training, microenterprise, and locally driven economic models, gaining insight into how inclusive economies support long-term community resilience.

SDG 9 – Industry, Innovation, and Infrastructure

Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation.

Relevant to AP Human Geography, STEM, design and technology, and social studies, learning experiences associated with SDG 9 focus on how infrastructure, innovation, and sustainable design contribute to long-term community development. Students explore construction projects, water systems, and low impact technologies, examining how traditional knowledge and modern innovation combine to create resilient infrastructure. If you would like to explore how these themes could fit within your program structure, you can talk with an expert.

SDG 10 – Reduced Inequalities

Reduce inequality within and among countries.

Connected to IB Individuals and Societies, AP Human Geography, civics, and social studies, learning experiences related to SDG 10 explore how inequality affects access to education, resources, and opportunity. Through ethical, community-based engagement, students examine inclusive approaches that reduce disparities and strengthen marginalized communities.

SDG 11 – Sustainable Cities and Communities

Make cities and human settlements inclusive, safe, resilient, and sustainable.

Aligned with IB Individuals and Societies, AP Human Geography, civics, and geography, learning experiences connected with SDG 11 explore how communities plan, build, and care for places. Students examine sustainable housing, infrastructure, transport, and cultural heritage, developing an understanding of how inclusive planning improves quality of life in both urban and rural settings.

SDG 12 – Responsible Consumption and Production

Ensure sustainable consumption and production patterns.

Related to NGSS, AP Environmental Science, geography, economics, and sustainability studies, learning experiences associated with SDG 12 examine how resource use, waste reduction, and production systems affect environmental and human systems. Students explore circular economy principles, sustainable food systems, and conservation practices through applied learning.

SDG 13 – Climate Action

Take urgent action to combat climate change and its impacts.

Aligned with NGSS, AP Environmental Science, geography, and climate science, learning experiences connected with SDG 13 focus on climate systems, human impact, and adaptation strategies. Students engage in ecosystem restoration, sustainable land management, and climate resilient practices, applying classroom science to real world environmental challenges.

SDG 14 – Life Below Water

Conserve and sustainably use the oceans, seas, and marine resources for sustainable development.

Relevant to NGSS, AP Environmental Science, marine biology, and geography, learning experiences linked with SDG 14 explore ocean systems, marine biodiversity, and conservation. Students engage in reef monitoring, restoration, and marine stewardship activities, building understanding of how healthy oceans support resilient coastal communities.

SDG 15 – Life on Land

Protect, restore, and promote sustainable use of terrestrial ecosystems.

Learning experiences associated with SDG 15 give teachers practical ways to teach environmental science, geography, and sustainability through hands-on ecosystem work. Students engage in conservation, reforestation, wildlife protection, and sustainable land management, developing ecological literacy, systems thinking, and scientific inquiry skills. Teachers frequently contact our team to map these experiences to school priorities.

SDG 16 – Peace, Justice, and Strong Institutions

Promote peaceful and inclusive societies for sustainable development.

Connected to Common Core literacy, civics, social studies, global studies, and IB Individuals and Societies, learning experiences related to SDG 16 explore governance, justice, ethics, and social responsibility through community-based learning. Students examine inclusive decision making, education access, and cultural preservation, developing critical thinking and global citizenship skills.

SDG 17 – Partnerships for the Goals

Strengthen the means of implementation and revitalize global partnerships.

Learning experiences connected with SDG 17 help teachers demonstrate how meaningful change occurs through collaboration. Students work alongside community organizations, NGOs, schools, and local leaders, developing communication, teamwork, and problem solving skills while gaining insight into how partnerships strengthen communities and support sustainable outcomes.

Contact us to plan your next overseas school program.

Timor-Leste School Immersion

Mon, 13 Oct 2025 01:36:01 GMT

Timor-Leste: A Journey of Connection and Discovery

In the turquoise waters just north of Australia lies one of South East Asia’s most inspiring destinations. For students, Timor-Leste offers an unforgettable lesson in resilience, culture, and connection.

Our Timor Cultural Connections Journey takes students beyond the classroom to experience life alongside local communities on Atauro Island and in Dili. Through shared learning, environmental projects, and cultural exchange, participants discover the warmth, humour, and hope that define the Timorese spirit.

Cultural exchange on Atauro Island

After a scenic boat ride across the Wetar Strait, often accompanied by pods of dolphins, students arrive at Atauro Island, a place of coral reefs, vibrant villages, and deep cultural traditions. Here they spend several days connecting with students from a local school, sharing lessons, language, and laughter in a genuine two way exchange.

Each day brings new moments of connection. Students help with English conversation, learn Tetum words, join beach soccer games, and trade songs by the sea. The program fosters cultural understanding and friendships built on curiosity and respect.

Learning through action

Students meet the women led NGO Boneca de Atauro where embroidery and textile skills support local families. This hands on visit shows how small enterprises can strengthen communities and it links directly to the UN Sustainable Development Goals.

Environmental stewardship is part of the learning. Together with local students, participants help clean Beloi Beach and protect a globally significant marine environment within the Coral Triangle. It is practical learning with visible impact.

Exploring history and landscapes

In Dili, students explore a city shaped by Portuguese heritage and Timorese resilience. Visits to Santa Cruz Cemetery, the Resistance Museum, and the Chega! Exhibition deepen understanding of the nation’s journey to independence and the ongoing importance of peace and justice.

Beyond the coast, the Railaku coffee region reveals steep hillsides, shaded plantations, and views toward Mt Ramelau. Meeting growers highlights how coffee production sustains rural livelihoods and connects Timor Leste to the global economy.

Active learning on the island

The journey includes time on Manucoco, the highest mountain on Atauro Island. Students enjoy guided walks with stunning views, then return to the beach to explore the turquoise water. Quiet moments of reflection help students integrate what they have learned.

What teachers value

Teachers tell us they value stress free preparation, thorough risk management, and experienced local Guides who make delivery in country smooth from start to finish. Every program is designed to meet the learning outcomes schools prioritise most, including cultural understanding, ethical leadership, and personal growth.

“World Expeditions Schools worked closely with us to ensure that our curriculum needs and service benchmarks were fully addressed. Their risk assessment protocols were outstanding, and they had every detail meticulously covered.”

Dean of Service Learning & Chaplain, 2019

Ready to plan your school Tour

This is more than a Tour. It is a living classroom where lessons in language, history, and humanity come together in one unforgettable experience shaped by Timorese hospitality and guided by our expert local team.

Connecting Service Learning to Your School’s Curriculum

Wed, 17 Sep 2025 00:21:40 GMT

Connecting Service Learning to Your School’s Curriculum

A Practical Guide for Teachers and School Executives

Service Learning with Purpose

Service Learning trips give students powerful opportunities to grow as global citizens, but their value is amplified when the experience connects directly to curriculum goals. Whether your school follows IB CAS, Duke of Edinburgh’s Award, Common Core, AP, or NGSS, Service Learning can be aligned seamlessly with academic outcomes. Done well, these programs inspire students while also meeting the educational and pastoral goals that matter to your school community.

Why Curriculum Connection Matters

Teachers who integrate Service Learning often find that it strengthens approvals from school executives and parents. Clear links to frameworks show that these journeys are more than travel. They are curriculum-linked learning experiences that deliver measurable value both inside and outside the classroom.

Where Service Learning Fits Best

IB CAS (Creativity, Activity, Service): Projects connect directly to all three strands.
Duke of Edinburgh’s Award: Many itineraries meet Adventurous Journey and Gold Residential requirements.
Common Core & AP: Programs build critical thinking, collaboration, and cultural literacy.
NGSS (Next Generation Science Standards): Conservation and biodiversity projects create hands-on learning opportunities.

From Classroom to Community

Teachers often highlight that Service Learning reinforces subjects in unexpected ways:

History & Geography: Cultural immersion provides lived context that makes lessons come alive.
Science: Biodiversity and conservation projects support inquiry-based learning.
Language: Cross-cultural communication gives students new confidence.
Social Studies & Global Citizenship: Students experience empathy, sustainability, and equity firsthand.

What Teachers Value Most

In conversations with schools, several themes come through consistently when teachers describe the programs they choose:

Strong pre-trip support that makes planning easier.
Thorough risk management, giving teachers confidence and reducing stress.
High student engagement and enjoyment, leading to smoother group dynamics.
Curriculum alignment that reassures parents and school executives.
Personal growth outcomes that extend beyond the classroom.

Preparing Students for Success

Teachers who get the most from Service Learning trips often:

Provide pre-trip orientation covering culture, health, and goal setting.
Build in reflection activities during the trip so students process what they learn.
Connect experiences to post-trip assignments and presentations that meet academic requirements.

The Lasting Impact

When Service Learning is embedded into the curriculum, it stops being “just a trip” and becomes a catalyst for academic growth, cultural understanding, and personal development. Students return more confident, empathetic, and globally aware. Teachers return knowing their students have achieved real educational outcomes and that the process of leading the trip was supported, safe, and rewarding.

The Transformational Impact of Service Learning

Wed, 17 Sep 2025 00:03:38 GMT

The Transformational Impact of Service Learning

In an increasingly interconnected world, secondary school students are no longer just learning about history, geography, or science from textbooks. They are experiencing it firsthand. Service Learning, which combines volunteer work with travel, provides students with a deeply transformative way to engage with global issues while contributing meaningfully to communities in need.

But how can schools ensure that this type of experience is impactful for both students and the host community? This article explores the value of Service Learning programs, the lessons they offer, and what teachers should consider when planning their school’s next overseas adventure.

The Value of Service Learning

The concept of combining travel with service is not new. Professionals have long shared their expertise in developing countries, while many young adults dedicate their gap years to volunteer projects. Today, more secondary schools are embedding Service Learning into their programs, recognising its potential to shape students’ personal and academic growth.

For high school students, Service Learning offers far more than the chance to help others. It provides immersive experiences that build global awareness, empathy, resilience, and confidence. While classroom lessons remain essential, these hands-on experiences cultivate life skills that cannot be taught from a textbook.

When students return from Service Learning trips, teachers often notice life-changing outcomes such as:

Cultural tolerance and empathy through real connections with people in different contexts.
Global awareness by seeing first-hand the geography, history, and challenges of communities.
Independence and self-confidence from adapting to unfamiliar environments.
Environmental responsibility when projects highlight the importance of sustainability.

Perhaps most importantly, students work side by side with host communities, creating bonds that go beyond traditional volunteerism.

A Case Study: Life on a Service Program in Nepal

Imagine being a high school student, far from home, immersed in the breathtaking landscapes of Nepal. In the remote village of Bichook, students contributed to projects such as constructing a fence for a safer play area and preparing land for a new classroom.

Beyond the physical work, students joined in the daily lives of the Gurung people — learning farming techniques, playing local games, and sharing meals. These cultural exchanges proved just as valuable as the projects themselves, offering students a deeper appreciation of the community.

The sense of accomplishment was profound. As one student put it, “It feels really good. It gives you a sense of achievement when you leave.” Another reflected on the contrast with life at home: “You look up at the snow-capped mountains and realize how much we have back home. To be able to give something back feels really special.”

What to Consider When Planning a Service Learning Trip

While the rewards are clear, thoughtful planning ensures Service Learning is genuinely beneficial for both students and host communities. Teachers often focus on:

Choosing the right organisation: One that partners closely with local communities and understands school requirements.
Selecting meaningful projects: Work that addresses real community needs and has long-term impact.
Encouraging cultural sensitivity: Preparing students to engage respectfully with different customs.
Ensuring sustainability: Projects that continue to benefit the community after students leave.
Building in reflection: Activities that help students process experiences and link them back to curriculum goals.

Lasting Transformation

Service Learning is more than an educational tool. It is a catalyst for change that shapes students’ perspectives, instills empathy, and fosters a commitment to global citizenship. Whether helping to build a classroom in Nepal or contributing to conservation in Africa, these programs give students experiences that stay with them for life.

As one student said: “It’s just something different. None of my friends will be doing this in the holidays, and it’s something I’ll never forget.”

School group journeys in Asia

Mon, 28 Apr 2025 00:26:36 GMT

Asia: A Classroom Without Walls

In a world where experiential learning is increasingly prized by educators, few regions rival Asia’s ability to spark curiosity, deepen cultural understanding, and embed knowledge in unforgettable ways. This vast and vibrant continent is not just a travel destination, it’s a living, breathing classroom, where the curriculum unfolds against a backdrop of ancient landscapes, bustling cities, and rich traditions.

Whether walking in the footsteps of emperors atop the Great Wall of China, planting coral fragments on Thailand’s reef restoration projects, or practising tai chi aboard a traditional wooden junk on Ha Long Bay, students don’t simply observe history and science, they live it.

Cross-Curricular Learning, Deepened by Culture

Asia offers a choose-your-own-adventure approach to education, where every experience is tailored to ignite students’ passions.

History and language students can immerse themselves in the great civilisations of Angkor, the Ming Dynasty, and Imperial Japan.

Science and geography students conduct fieldwork in Japan’s volcanic zones, Malaysia’s rainforests, and Thailand’s marine parks.

Perhaps most transformative of all, Asia excels in values-based education. Across rural Cambodia, Borneo, and the remote Mongolian steppe, students build artificial reefs, plant crops for rescued elephants, and deliver clean water projects to local communities. These authentic service learning experiences foster empathy, resilience, and a tangible sense of global citizenship.

Customised Programs for Authentic Outcomes

Every school group has unique educational goals. That’s why World Expeditions Schools collaborates closely with teachers to create tailored itineraries that support both curricular outcomes and critical 21st-century skills: collaboration, adaptability, intercultural intelligence, and leadership.

Each program is meticulously crafted—balancing educational depth with logistical safety, cultural sensitivity, and genuine local engagement. With decades of experience, World Expeditions Schools supports you every step of the way—from that first planning meeting to the moments when students return home, forever changed.

"This was my 7th Learning Journey with World Expeditions Schools. Each experience, whether in China, Vietnam, or Cambodia, provided genuine, immersive learning that was perfectly matched to each destination."
– Heather, Teacher, 2022

Regional Highlights

China: A Journey Through Time

Steeped in one of the world’s most enduring civilisations, China offers students a living canvas where ancient legacies and modern ambition collide. Trekking the mighty Great Wall, tracing dynasties within the labyrinthine corridors of the Forbidden City, standing awestruck before the silent ranks of the Terracotta Warriors—each moment invites not just observation, but profound connection with the currents of history.

Beyond the monuments, rural homestays and the neon skylines of modern cities reveal the nation’s ongoing story: a dynamic interplay between tradition, innovation, and resilience. Here, students experience the pulse of a country that shaped the past—and is now forging the future—through immersive, curriculum-aligned journeys across the humanities, business studies, and global affairs.

Vietnam: Regeneration Through Culture and Conservation

In Vietnam, every step weaves together adventure, cultural depth, and environmental stewardship. Students trek through mist-shrouded hilltribe villages, paddle through the emerald waters of Ha Long Bay, and greet the dawn with tai chi aboard a traditional wooden junk. Here, learning transcends the classroom: students contribute to marine conservation, engage in wildlife protection, and witness firsthand the delicate balance between tradition and modernisation.

Vietnam’s vibrant landscapes and resilient communities offer a rich tapestry for cross-curricular exploration—where history, environmental science, and cultural studies come vividly to life.

Cambodia: Ancient Empires and Modern Impact

Cambodia stirs the imagination with its grandeur and humbles the heart with its spirit. Beneath the towering spires of Angkor Wat, students trace the rise of a once-mighty empire; in floating villages and rural classrooms, they glimpse a nation writing its next chapter.

Through hands-on service learning—building water filtration systems, upgrading school facilities, or working alongside conservation partners—students forge meaningful connections that transcend borders. Cambodia’s unique fusion of ancient wonder and contemporary resilience invites students to engage deeply, reflect meaningfully, and leave a positive imprint on the communities they encounter.

Thailand: Culture, Conservation and Connection

Thailand’s vibrant contrasts offer an unparalleled canvas for experiential learning. Students immerse themselves in the intricate beauty of Buddhist temples, master the art of traditional Thai cooking, and navigate bustling marketplaces alive with colour and energy.

Beyond the cultural immersion, students dive into conservation initiatives: restoring coral reefs alongside marine biologists, surveying ecosystems for microplastics, and supporting ethical elephant sanctuaries in remote northern villages.

Here, science, ethics, sustainability, and cultural awareness converge, offering students an education grounded not just in facts, but in compassion, purpose, and global responsibility.

Mongolia: Wilderness and Worldview

Mongolia offers a once-in-a-lifetime opportunity for students to experience true wilderness education. Trekking across the vast steppes alongside nomadic families, sleeping in traditional gers, and participating in community conservation projects all provide a deep sense of place, leadership development, and cultural resilience.

Mongolia’s remote beauty and time-honoured traditions create a unique platform for students to explore global interdependence and the value of cultural preservation.

Japan: Contrasts and Continuity

Japan’s seamless blend of ancient tradition and technological innovation creates an unforgettable educational setting. Students visit Shinto shrines, explore samurai castles, and ride the shinkansen bullet train, experiencing firsthand the country's evolution from feudal history to futuristic society.

Programs explore topics such as sustainability, social structures, and technological advancement, making Japan an ideal destination for STEM, humanities, and global studies curricula.

Malaysia & Borneo: Biodiversity and Environmental Studies

For schools focusing on biology, conservation, and sustainability, Malaysia and Borneo deliver unparalleled opportunities for field-based learning. Students trek through rainforest ecosystems, support orangutan rehabilitation projects, assist with sea turtle conservation, and work on mangrove and reef restoration initiatives.

These experiences not only link directly to environmental science and geography curricula but also nurture a strong commitment to planetary stewardship.

A Safe, Supported Journey from Start to Finish

World Expeditions Schools delivers seamless, safe, and transformative learning journeys—with:

Full risk management and operational support
Highly trained local guides
24/7 emergency backup
Pre- and post-trip educational materials

"As a veteran trip planner, I can confidently say this was the most flawless, enriching trip I’ve ever been part of."
– Steve, Faculty Trip Leader, 2024

Long after the journey ends, students return not just more knowledgeable, but fundamentally changed—ready to lead, collaborate, and thrive in a globalised world.

In a time when critical thinking, compassion, and cross-cultural literacy are more vital than ever, Asia offers an education that is immersive, transformative, and profoundly relevant.

Explore what’s possible. Shape your students' future.

Visit worldexpeditionsschools.com or speak with our school travel experts today.

Overseas School Programs

Thu, 27 Feb 2025 00:49:09 GMT

Experiential Learning Beyond the Classroom

Each year, thousands of students embark on journeys that push them beyond their comfort zones and into real-world learning experiences. These opportunities go far beyond traditional travel—they foster resilience, deepen cultural understanding, and inspire young people to become active global citizens. Whether integrating curriculum-based learning, offering an alternative to traditional schoolies, or challenging students through physical and service-based experiences, these programs provide meaningful educational outcomes.

Curriculum-Based Programs: Learning Without Walls

Curriculum-based travel allows students to experience learning in an entirely new way. Rather than reading about historical landmarks, ecosystems, or cultural traditions in a textbook, they see, touch, and immerse themselves in them. Teachers have praised these experiences for the depth of engagement they bring.

"World Expeditions Schools worked very closely with us to ensure all curriculum needs and all service benchmarks were met."
— Dean of Service Learning, 2019

Alternative Schoolies: A Meaningful Way to Celebrate

For schools seeking a different way to mark the end of high school, alternative schoolies programs provide an enriching and rewarding experience. Instead of crowded parties and nightlife, students can celebrate this milestone through meaningful travel—whether trekking in remote landscapes, working on community projects, or experiencing new cultures, these programs can be offered to whole year levels, to peers, or for friendship groups.

"Since 2012, we have trekked and most importantly worked with schools and communities in Sri Lanka, Cambodia, and Nepal. These experiences have added to a richness of opportunity for our students."
— Principal, 2019

Indigenous Immersion: Connecting with Culture and Country

Indigenous immersion programs provide students with a profound connection to land and culture, fostering an appreciation for one of the world’s oldest living traditions. Through time spent with Indigenous communities, students learn about traditional practices, storytelling, and ways of life that have been passed down for generations.

"The itinerary we had was the perfect mix of cultural immersion and community service. Looking at the students’ reflections, Pudakul was a highlight for many of them."
— Head of Outdoor Education, 2022

Regenerative Travel: Leaving a Positive Impact

With an increasing focus on responsible travel, regenerative travel experiences take sustainability a step further by ensuring students leave destinations in a better condition than they found them. This could mean participating in conservation efforts, supporting local economies, or engaging in environmental projects.

"The program delivered an amazing and fun adventure whilst encouraging our students to consider the ecological, environmental, and social impact of our actions."
— Director of Experiential Learning, 2024

Physical Challenges: Pushing Boundaries, Building Resilience

Physical challenges are another powerful way for students to develop resilience, teamwork, and confidence. Multi-day treks, cycling expeditions, and adventure-based experiences push students beyond their perceived limits, teaching them valuable lessons about perseverance and leadership.

"Our students, supported by the ‘World Ex’ crew, developed resilience and teamwork, and gained meaningful insight into Nepalese culture."
— Assistant Head of Secondary, 2023

Service Learning: Travel with Purpose

Service learning programs take education one step further by integrating meaningful community projects into student travel. Whether it’s building infrastructure in remote villages, working on environmental sustainability initiatives, or assisting in local schools, these experiences allow students to contribute in tangible ways while developing empathy and cultural awareness.

"Our students gained a profound appreciation for cultural diversity and the importance of giving back."
— Principal, 2019

The Duke of Edinburgh’s International Award: Achieve More

For those working toward the Duke of Edinburgh’s International Award, travel experiences provide an ideal way to complete the Adventurous Journey and Residential Project components. These carefully designed programs offer students an opportunity to challenge themselves in new environments while fulfilling the award’s requirements.

"Our pre-trip service was exceptional, preparing both students and teachers well before departure. The whole experience encouraged our students to consider their impact and responsibility as global citizens."
— Director of Experiential Learning, 2024

Experiential learning through travel is one of the most powerful ways to inspire and educate students. Whether through curriculum-aligned programs, service projects, cultural immersions, or physical challenges, these journeys create lasting impact.

"World Expeditions Schools has consistently provided exceptional and meaningful travel experiences for our students."
— Head of Outdoor Education, 2024

Travel is no longer just about seeing new places—it is about transformation, personal growth, and developing the skills to navigate an increasingly complex world. Schools that invest in these experiences provide their students with more than just a trip; they give them a lifelong perspective that extends far beyond the classroom.

Ready to start designing your overseas program? Talk to our experts today.

Trending 2025 Student Destinations

Wed, 15 Jan 2025 22:41:36 GMT

Sustainable Student Programs: 10 Steps Every Teacher Can Use

Experiential school programs can transform student learning. They can open minds to new cultures, reconnect young people with nature, build resilience, and inspire leadership. For teachers, an international school program is also a chance to model responsible travel and how to protect the environments and communities you visit so future cohorts can enjoy them too.

There are many environmental challenges in the world today. It can feel overwhelming, yet small choices interwoven with experiential learning can add up to a powerful positive impact. Below are ten practical steps for teachers planning international school travel programs. Each one helps you minimise your footprint, strengthen curriculum outcomes, and give students real world skills in global citizenship.

1. Choose Carbon Free Transport

Self propelled modes of travel are good for students and good for the environment. Walking, cycling, and kayaking help students slow down, notice place based details, and reflect on their learning with minimal impact. These activities also align with health and physical education outcomes and support team building.

Explore Active Programs

2. Avoid Single Use Plastic Bottles

Single use plastic bottles create waste in destinations without robust recycling. Travel with reusable bottles, fill at potable water stations, or use purification systems. Turn this into a student led sustainability challenge to collect data, calculate avoided waste, and present findings back at school.

Design Your Program

3. Leave No Trace

Teach students the seven principles of Leave No Trace and embed them into your Tour briefing and daily reflections.

Plan ahead and prepare
Travel and camp on durable surfaces
Dispose of waste properly
Leave what you find
Minimise campfire impacts
Respect wildlife
Be considerate of your hosts and other visitors

When in doubt, take only photos and leave only footprints.

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Our Responsible Travel Approach

4. Be an Ambassador for Peace

Set expectations for cultural respect before departure. Encourage students to learn key greetings, understand local customs, and reflect on how their actions represent their school community. Add a daily gratitude circle to notice acts of kindness from hosts and classmates.

Explore Cultural Immersion Programs

5. Keep Wilderness Trails Litter Free

Make your impact positive with a simple trail clean activity. Give students gloves and a waste tally sheet, then debrief on what they found and how behaviour change at home can reduce litter. This turns a short walk into service learning and data collection.

Explore Service Learning

6. Choose Sustainable Accommodation

Select stays that protect local environments and support communities. In Nepal our private eco comfort camps reduce pressure on forests and give students a low impact base for learning, reflection, and leadership activities.

Learn more about Nepal Programs

7. Consider the Welfare of Animals

Wildlife encounters must follow the Five Freedoms. Freedom from hunger or thirst. Freedom from discomfort. Freedom from pain, injury or disease. Freedom to express normal behaviours. Freedom from fear and distress. Choose activities that observe animals responsibly and support conservation.

Wildlife and Conservation Programs | Animal Welfare Policy

8. Do Your Research

Brief students on local environmental issues and connect them to curriculum outcomes. Set inquiry questions, gather field notes, and create post trip presentations that link science, geography, and civics. An informed group makes better on the ground choices.

Science and Environment Programs

9. Prioritise Efficient Flights

Where possible choose the most direct routing to reduce emissions. Build a lesson around trip planning to compare flight paths, calculate travel times, and discuss the trade offs between cost and impact. Consider pairing long haul destinations with longer itineraries to maximise learning value.

Ask an Expert

10. Choose Your Tour Carefully

Look for clear responsible travel commitments, transparent safety systems, and proven educational outcomes. Ask how programs respect local culture, reduce environmental impact, and support long term community goals. Choose partners who collaborate with teachers to meet curriculum needs and duty of care requirements.

Responsible Travel with World Expeditions Schools

World Expeditions Schools is committed to sustainable student travel. Our approach was built over decades of field experience and continuous improvement. We design Tours that minimise impact, build intercultural understanding, and deliver strong learning outcomes in partnership with teachers and school executive teams. From pre departure briefings to on program risk management and post trip reflection, your students learn how to travel thoughtfully and give back to the places they visit.

Read about our Responsible Travel approach | See Service Learning in action | Design Your Program

Destinations to Pair with Responsible Travel Learning

Connect these ideas to real itineraries that align with your curriculum and student goals.

Costa Rica for biodiversity studies, rainforest conservation, and active learning through hiking and rafting.
Peru for cultural immersion, Andean ecosystems, and service learning with local communities.
Nepal for mountain environments, leadership development, and eco comfort camp stays.
Uganda for high altitude ecosystems and conservation themes.
Marine and Coastal programs for ocean literacy and reef studies.

If you would like tailored advice for your school, our team can help align a destination and program type with your curriculum and budget.

Ask an Expert

School Trips Review 2024

Sun, 08 Dec 2024 22:31:18 GMT

2024 Year in Review: Impactful Journeys, Community Service, and Groundbreaking Achievements

At World Expeditions Schools, we believe that transformative travel experiences go far beyond exploring new places — they shape perspectives, build leadership, and contribute to meaningful global change. As we reflect on 2024, we’re proud to share the highlights of a remarkable year that saw over 2,000 students embark on life-changing journeys across the globe, engaging in impactful service work and pushing their limits.

Global Reach: Students Making a Difference Around the World

This year, our students travelled to 18 countries across 5 continents, stepping into diverse cultures and environments. But their journeys weren’t just about exploration; they were also about making a tangible difference in the world. Collectively, students completed an incredible 3,443 days of humanitarian and conservation service work, contributing to vital projects that ranged from environmental conservation to supporting underserved communities.

In addition, 622 students participated in Indigenous immersion programs, gaining deeper insights into the histories, cultures, and contemporary issues of Indigenous communities. These immersive experiences are key to fostering cross-cultural understanding and building lasting connections.

Educators Leading the Way

We know that impactful experiences require strong guidance and preparation. In 2024, 221 teachers joined our risk management seminars, ensuring that both students and educators are equipped with the knowledge and skills needed to navigate these adventurous and often challenging experiences safely. Their commitment to creating safe, enriching environments makes all the difference.

Trekking to New Heights (Literally!)

The pinnacle of the year came with an awe-inspiring achievement: 11 students and 3 teachers reached an altitude of 5,895 meters above sea level during their trek to the summit of Mount Kilimanjaro in Tanzania — an extraordinary accomplishment that tested their physical and mental resilience. For many, this was a once-in-a-lifetime challenge, and a moment of pure triumph.

Meanwhile, 456 travellers went to Nepal and either set out on the iconic Everest Base Camp trek, reaching altitudes of 5,364 meters, or took on the majestic Annapurna trek at approximately 3,500 meters. These journeys not only offered breathtaking views but also deepened students’ appreciation for the natural world and the importance of preserving it.

Making Waves: Marine Conservation at Its Best

While we reached remarkable heights, we also made a splash in marine conservation. The lowest low of the year — literally — came as 502 students and teachers participated in snorkelling activities as part of our marine conservation service projects. From exploring coral reefs to engaging in hands-on environmental efforts, this experience left participants with a profound connection to our oceans and a drive to protect them for future generations.

A Milestone for Reconciliation: Our RAP Achievement

One of the most significant milestones of 2024 was World Expeditions Schools becoming the first educational travel company to complete a Reconciliation Action Plan (RAP). This achievement reflects our commitment to fostering positive relationships with Indigenous communities and embedding respect and understanding into everything we do. The RAP marks a crucial step in advancing reconciliation and setting a new standard for the travel and education sectors.

Looking Ahead: Inspiring the Next Generation of Global Citizens

As we look forward to 2025 and beyond, we remain dedicated to creating opportunities for students to connect with the world in meaningful ways — through service, adventure, and cross-cultural learning. Our goal is to continue empowering young people to become compassionate global citizens who can tackle the world’s most pressing challenges.

Thank you to all the students, teachers, and communities who made 2024 such an unforgettable year. Together, we’ve proven that travel, service, and education are a powerful combination for positive change.

Top 5 Destinations For School Travel In 2024

Wed, 04 Dec 2024 22:27:11 GMT

Top School Trips of 2024

As we approach the end of the year, let's take a look at the top 5 destinations for schools this year. Each of these destinations offers unique opportunities for students to grow academically, emotionally, and socially.

Whether exploring ancient temples, contributing to conservation projects, or challenging themselves in the great outdoors, these experiences create memories—and lessons—that last a lifetime.

We tailor all of our programs to suit your school's required learning outcomes. Click on the link below to see some trip outlines and contact our team for a unique program to suit your students.

1. Nepal

One of the great school adventure travel destinations in the world and a clear winner in 2024. World Expeditions Schools organised more school programs to Nepal than ever before.

Schools travelled on remote trails in the Annapurna Ranges, explored Chitwan National Park and raised their school flag at Everest Basecamp, the roof of the world.

They built classrooms, ablution blocks, health centers, retaining walls and facilitated fresh running water tanks and biogas ovens into the villages through this amazing country.

VIEW PROGRAMS

2. Cambodia

Voted the most popular destination for schools for the second year running. Cambodia really has everything. Ancient temples that are begging to be explored, authentic humanitarian and conservation service projects, diverse cultural connection opportunities with locals, and fun activities aplenty.

Cambodia has always received incredible student and teacher feedback and is one of the best “all-round” destinations for mixing service, culture, history, and physical activity.

VIEW PROGRAMS

3. Australia

After COVID, all schools pivoted to Australia-based programs. This allowed our domestic operations teams to showcase our own backyard. Standout locations included kayaking Exmouth and Ningaloo Reef, cultural immersions in Kakadu National Park, multi-activity programs in the amazing Blue Mountains, conservation service in Far North Queensland and Kangaroo Island, and a mix of everything (including our full pack expeditions) in Tasmania!

VIEW PROGRAMS

4. Vietnam

One of our most popular Southeast Asian destinations. Our partner schools helped build medical centers in the regions of the North, helped fight coastal erosion off the coast in Hoi An, learned Tai Chi on a traditional junk in Ha Long Bay, and participated in cooking classes in Saigon.

They also bartered at the markets, became keepers for a day at Free the Bears Centers, and spoke to monks about Buddhism in Vietnam.

VIEW PROGRAMS

5. Malaysia / Malaysia Borneo

Malaysia (and Malaysian Borneo) is a real emerging destination for schools who want fantastic value for money. Both areas are incredible locations to combine hands-on conservation service work with marine biology reef restoration, cultural immersion, and fun physical challenges.

Borneo is a biodiversity hotspot and one of the best places in the world to view animals in their natural habitat.

VIEW PROGRAMS

What Our Schools Say

✔️ Safety - number 1 priority. Expert leaders, risk assessments, quality inclusions, and your financial security all come standard when travelling with World Expeditions Schools.
✔️ Minimising risk - Our industry-leading risk management procedures have become a skill that we continue to refine. Thanks to careful management and thorough consultation with local partners, our track record is exemplary.
✔️ Service Learning specialists - School Service Learning Community Projects offer a unique way to experience genuine cultural interaction while also providing real tangible benefits to underprivileged communities. Every Service Learning project is guided by the UN Sustainable Development Goals.

How to create a Service Learning Trip that actually helps

Sun, 22 Jan 2023 03:51:00 GMT

‘Giving Back’ on Service Learning School Programs

Adding a Service Learning component, or Community Project, as part of a school group adventure can range from renovating a school or constructing a water pipeline for a village to assisting in wildlife conservation.

It is often this experience of ‘giving back’ that is the source of many students' long lasting memories and life changing moments.

But how can you be sure that this element of your school adventure is right? This post aims to outline the challenges involved with Service Learning work and what to look for when deciding which organisation will help both your students and the host community when researching your school's next overseas Service Learning trip.

Why do a Service Learning trip?

The concept of combining travel with service isn’t new. In fact the blending of leisure and service has taken many forms throughout the decades, from experts in their fields, like medical and engineering specialists, offering their services in developing nations; to young adults assisting on conservation projects around the world during their GAP year; to school students benefitting from international exchanged programs. Today, this travel concept is commonly referred to as ‘Voluntourism” and it’s gaining momentum at a considerable rate

It’s no surprise that secondary school group travel has failed to escape the lure of Voluntourism, with a growing number of schools, both government and non-government, appreciating the value of incorporating a Service Learning aspect into their school group adventures program.

Secondary students, in their formative years, have a lot to gain from a school group adventure, and equally from an adventure that includes volunteer time on a local Service Learning. Students return home with a greater tolerance for the differences in cultures; empathy for underprivileged people and a greater appreciation for their life back home; a better understanding of world geography and history; greater independence and an ability to operate outside of their comfort zone; a greater understanding of their physical abilities; knowledge about how the individual impacts on the environment as well as a deeper connection to nature.

Along with all of these benefits, students come away with an intimate knowledge of the host culture having worked, played, eaten and celebrated with their host community over the time of the project. For real cultural immersion, Service Learnings cannot be overlooked. And for as little as US$1500 some of these projects can be achieved.

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How do you decide which type of project best suits your students?

Here are some important things to consider when making this decision:

Choose to work with an experienced travel company that shows similar interests to that of your school, such as animal conservation, or humanitarian needs.
How much of your itinerary do you want dedicated to Service Learning work? Some companies offer an even split, others make it a very small proportion of the itinerary, while other companies tailor-make itineraries to your specifications.
Be realistic about your students’ physical and mental abilities in relation to the project and make sure that they match the components of the Service Learning.
Enquire about the type and amount of support you will receive once you have booked the adventure and project. Will you receive pre-departure information and assistance to arrange all associated travel? Information about what shots and vaccinations might be needed? What about support during the trip and even afterward?
Enquire whether the travel companies you are considering have International Public Liability Insurance. In the infrequent case of something going wrong, your school and parents will be comforted knowing that the travel company is covered by insurance. It should be noted that many travel companies do not have International Public Liability Insurance.
Collect background information on the travel companies that you are considering. Check that they are a licenced travel agent and that they belong to professional tourism bodies. Ask whether they have had experience in coordinating and operating Service Learnings within your preferred destination. Ask about their successes, as well as some testimonials from students and teachers that have travelled with them in the past.

Not all Service Learning trips are actually helping.

Successes, you ask? Unfortunately, not all Service Learning trips can be referred to as successful - or helpful. All the best intentions can result in dissatisfied students and host communities.

Here are some elements of Service Learnings that must be followed to increase the chance of a successful project:

Sustainable and on-going. It’s important that sustainable projects are implemented, projects that not only provide immediate relief, but also seek to eliminate the cause, so that the host community can begin building a robust and self-sufficient society. For example, it is pointless and unsustainable to provide a community medical centre that the host community cannot afford to staff. The local partners of the travel company you choose to work with must have comprehensive discussions with the leaders of the community to identify the most needed project, that it’s long-term benefit is assured and to ensure that your school group won’t be leaving a problem behind them.
Focus on the host community. This is where Service Learning work can go awfully wrong, when well-meaning but ignorant travel organisers decide on a project with little consultation with the host community. It’s condescending to tell the local people what to do. Rather school group Service Learning trips are there to supplement the efforts of the host community. The host community may be impoverished but that doesn’t mean that they do not have very smart ideas about how to assist their community. Constant and open consultation from beginning to end is essential. In relation to the project, priority is placed on the needs of the community, not those of the school group, in an effort to provide real benefit to the community.
Shared experience. Service Learning work is at it’s richest when it is a shared experienced. The host community will tend to feel alienated and invaded if a group of students turn up one day and begin work painting their school for two days and then disappear. Service Learnings are a place for everyone to share their talents. Collaboration between students and their hosts will lead to wonderful cultural exchange and long-lasting friendships.
Keep it local. Often a project will require the expertise of a specialist, like an electrician, builder, translator etc. In this case, local specialists should be employed to assist with the project, ensuring that the project is contributing also to the local economy.
Travel responsibly. It’s unrealistic to expect that a group of students will have absolutely no impact on the culture or environment during the course of a Service Learning trip. However steps can be taken to ensure minimal impact, such as:
- Respect and observe the customs and traditions of the local culture. Dress appropriately and be polite to members of the host community.
- All waste products are minimised (such as plastic water bottles) and unavoidable waste is disposed of in a responsible manner.
- Local staff are paid the award wage (or above) and treated respectfully by their employer.
- Carbon offset the accommodation and transport components of the itinerary ensuring that the unavoidable carbon produced by your travel is offset in a way that will help slow down global warming.
- Prior to leaving home students are educated about the correct protocol for taking photos, the correct way to respond to the harsh reality of begging for money and medicines as well as the correct way to donate items such as pens, books etc
- Prior to leaving home students are educated about the endemic flora and fauna to ensure that they follow appropriate guidelines when they are near animals and plants

A Service Learning component of a school group adventure can be a wonderfully enriching experience and mutually beneficial exchange. It’s important for your school to do the necessary ‘homework’ to ensure that the travel outfit you use is well experienced in coordinating successful projects in the country your school is planning to travel in.

Written by Sue Badyari, CEO of the World Expeditions Travel Group

Best in Adventure Travel

Wed, 04 Dec 2019 05:22:49 GMT

World Expeditions Schools are proud to be part of the World Expeditions Travel Group. Every school that travels with us benefits from the decades of logistical experience of our parent company, World Expeditions, who are unmatched in their ability to draw on their four decades of expertise both in the field and in the planning stages of all school trips we operate.

In recognition of World Expeditions' sustained “Big Adventures, Small Footprint” travel philosophy we are absolutely thrilled to announce that they won the top gong in the Adventure Travel category at The Travel Awards in Sydney, receiving the Adventure Travel Wholesaler of the Year for 2019.

"We dedicate this award to all the porters, trip leaders, sirdars, cooks, office staff, consultants and every single member of our global team who work tirelessly to ensure that our travellers receive the high-quality adventure travel holiday’s that we promise to them."

The timing of this award is serendipitous as the company celebrates their 45th year of pioneering adventure next year and the recent announcement that all trips across the group, including our school adventures, are now 100% carbon offset.

World Expeditions' Operations Manager, Sarah Higgins, who accepted the Award, said the culture of pioneering new adventures remained a focus at the group:

Since 1975, when we became the first Australian company to offer commercial trekking holidays in Nepal, we have continued pioneering adventure holidays all over the world.

"World Expeditions was the first company to offer walking holidays in Japan and Tibet and cycling in China, India and then Vietnam,” she said.

“In Australia, we pioneered rafting the Franklin River and trekking the Larapinta Trail, and our pioneering philosophy continues today with our constantly evolving range of remote treks in places like Pakistan and India and with our most challenging trip – the 150-day, 1600km Great Himalaya Trail across Nepal, departing next year for the 10th consecutive year.”

They were also one of the first to operate student adventures to Nepal back in the 1980's, long before experiential travel became a buzz word in the overseas school travel market.

The Adventure Travel Wholesaler category recognises travel companies that package together unique adventure travel holidays to remote or exotic locations and/or taking part in physically challenging outdoor activities while on holiday and was judged by more than 50 of Australia’s most experienced travel industry alumni.

Among the companies many achievements and awards in the past 44 years, we are all particularly proud of their:

• Responsible Travel policies, including pioneering porter welfare policies which help to raise the working standards of porters in Nepal; the development of a child safe travel policy; and their industry-leading Animal Welfare Code of Conduct, all of which are also followed by World Expeditions Schools.

• 100% carbon offset adventures, all of which support renewable energy and reforestation projects across the world.

• Progression to eliminate single use plastic from trips across the group

• Community Project Travel programs giving travellers the opportunity to give back, the genesis of Service Learning school trips in Australia.

• Charity brand, Huma Charity Challenge, raising over $6 million for Australian charities.

• Youth brand, World Expeditions Schools, giving thousands of students the opportunity to help underprivileged communities all over the world, following UN Sustainable Development Goals as guiding principles.

• World Expeditions Foundation fundraising $70,000 towards delivered project works in Nepal.

Awards such as this provide a wonderful reminder to our whole team, and to those who choose to travel with us, that the path less travelled is, for us, the right path.

When Phones Are Down, Eyes Are Up

Wed, 02 Oct 2019 11:53:00 GMT

Advice regarding mobile phone use on school trips

Taking a break from online communication is a rare privilege in this day and age. Many young people have not known a time without the pressure of constant online communication.
Allowing them to disconnect from devices and connect to the world around them – and to themselves – is a gift.

To maximize the benefits of their school trip abroad, students need to be free to be fully in the moment, engaging in the activities on offer and focusing on the people they are travelling with. For this reason,

World Expeditions Schools strongly advises against the use of mobile phones during
all school trips abroad.

Below, we would like to list the reasons why we think students should refrain from using their mobile phone while on an experiential learning experience.

1 | Opportunities

Students embarking on a travel experience with World Expeditions Schools are being given the opportunity to learn important values of teamwork, to build their self-confidence and to develop an understanding of other cultures and ways of doing things.
In the majority of cases, your students are travelling to a destination they have not travelled to before and are taking part in new and different activities. It’s an incredible opportunity to make long-lasting friendships with travel companions, learn new skills and understand themselves a little better. It’s no wonder that the experience often has profound, life-changing effects on students.

2 | Full Engagement

When phones are down, eyes are up, freeing students to look around and notice things. Without mobile phones, students are open to receive information from all their senses. This allows them to fully engage in the travel experience, to maximize the potential for learning and growth. At the same time, it gives them the chance to top up their creative fuel by being in tune to their own thoughts and responses in a way that is not possible when they are beholden to the phone.

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3 | A Step Away from Online Communication

Being reliant on themselves and overcoming challenges they encounter during the school trip will help build resilience. By encouraging your student to step away from online communication, you are giving them the space to grow their confidence and build independence.

4 | Find Alternative Ways to Connect without Mobile Phones

Your school may wish to make arrangements to keep parents and friends in touch with how the journey is going. Alternative, more structured ways to do this are via blogs on your school’s website or via Facebook groups. This information can be updated on rest days in major towns or cities, where access to the internet is commonplace. The added benefit is that this allows for very clear lines of communication between the group, school and parents.

Do you agree with our advice against the use of mobile phones on educational travel experiences? Please feel free to get in touch and chat with our team on how we can organise your next student trip.

Disconnect to Connect on a School Trip Abroad

Wed, 18 Sep 2019 13:55:00 GMT

How a school trip abroad can help bring back real communication

On returning home from my travels this Summer I squeezed onto a packed commuter train at Gatwick, carefully trying to avoid knocking into too many people with my rucksack whilst on the search for an empty seat. A little boy of not more than seven beamed as I sat down opposite him, his bright eyes seeking out mine, clearly fascinated about where I had come from. Was it the rucksack he was drawn to? Had he found it funny that it was just that little bit too awkward to walk down the aisle with? Did I have a dirty mark on my face? Oh no — he’d just found the only other person in the train carriage not wearing headphones lost to a world of technology. He wanted to do the strangest of things… talk!

We passed a wonderful hour. He’d been to London (his first time in the capital). Seen Buckingham Palace (not the Queen unfortunately). Helped his Mum at work (wouldn’t want to do that every day). Explained that the mass of clothes next to him was his sleeping sister (exhausted from their adventures). Quizzed me about who might live in the castles that flew past the train window (do all those fields belong to the castle?). Those around us continued to exist in their own bubble, knees bizarrely touching, shoulders rubbing, eyes averted and minds intent on their solitary fix.

What are we teaching our next generation?

That it is wrong to talk to complete strangers under any circumstances? That it is awkward to make eye contact? That last night’s fictional episode is more important than the day the person opposite is having? Are we deskilling our children? Are they able to recognise facial signals, respond to conversation starters, confidently engage with others and develop social skills in order to form positive relationships and real friendships?

Unplug to unwind. Tune out to tune in. Disconnect to connect.

A recent experiential learning trip to Morocco with a group of my secondary students has given me hope. As organisers of the trip we explained prior to enrolment that students were not allowed to take mobile phones with them for a number of reasons. It was fascinating to watch the results.

The initial reason, given to us during our original staff training, was partly due to the poor signal in many of the parts of the High Atlas Mountains. On top of that, it is essential that if there is a difficulty or even an emergency that students have to deal with, that they are able to do so without feeling the need to immediately text parents back at home. Students need to work as a team, support each other, react to the situation at hand and learn from the experts. Our local guides had both the equipment, and more importantly, the knowledge of the surrounding area to get messages through if required. Broken and confused messages received by worried parents who are unable to help cause unnecessary angst. Besides, a student who has successfully overcome feeling unwell, upset, homesick or just simply exhausted comes back from their school trip abroad as a far stronger and independent person.

There was no pressure to pose for selfies

Our students found the lack of a phone disconcerting at first. Many panicked, thinking they had left it on the coach or in the airport, but it didn’t take long to feel a newfound sense of freedom. There was no risk of losing, scratching, or dropping their phone. Or worse still, being the target of theft. There was no pressure to pose for selfies, pout and post, or consider what their friends were doing that evening at a party they were missing. There was no worry about a bad hair day or whether the clothes were right — we were there to live alongside, support and build contacts with the Moroccan community in a beautiful part of the world that relies, for the fragile present, far less on modern technology.

Entertainment had to be technology free

The sheer joy of watching students bond as a group, making friendship bracelets, playing cards, creating ball games, doing yoga and talking — really talking — was a breath of fresh air. Not just for those of us old enough to remember a different world, but also for those students who have known nothing other than the technological frenzy of social media they have been born into.

Communication was real. Individuals had to pick up whether members of the group needed help, support, distraction or time alone. Their soft skills flourished. Communication with those speaking a different language had to be carefully thought out, expressed through gesture or the simplicity of a smile.

Through the senses

The trekking in Morocco’s High Atlas is demanding both physically and mentally. To truly experience the challenge and the splendour, whether in Morocco or any other destination for a school trip abroad, it is paramount to do so through the senses. A quote I saw on my own travels in Estonia summed up the need to embrace the world not from behind a phone or through headphones but through the heart and through the people around you:

Hiking means looking with one’s own eyes, listening with one’s own ears, thinking with one’s own mind and feeling with one’s own heart.

– Edgar Kant, geographer & economist

There is an irony that due to the close friendships formed across a quite disparate group the students are using their phones to remain in contact with each other since their return and going their separate ways. Likewise, once the bundle of clothes that was the sister woke up, my train companion grabbed an iPad to challenge his sibling. Technology is undoubtedly here to stay. But we must ensure that, despite the obvious advantages, we provide our children with opportunities to disconnect in order to connect, before we all forget how.

Article written by Jo Biddle, who travelled on a school trip abroad with World Expeditions Schools. Pictures from World Expeditions Schools image library.

What does 'Disconnect to Connect' mean?

To maximise the benefits of the travel experience, students need to be free to be fully in the moment, engaging in the activities on offer and focusing on the people they are travelling with. This blog article by the Huffpost explains it in another way.

When phones are down (students are disconnected), eyes are up, freeing students to look around and notice things (they are connected). Without phones, students are open to receive information from all their senses, allowing them to fully engage in the travel experience, to maximise the potential for learning and growth. It also gives them the chance to top up their creative fuel by being in tune to their own thoughts and responses in a way that is not possible when they are beholden to the phone.

>> Organise a school trip abroad with us and allow your students a technology-free experience where they can reconnect. Learn More >>

>> Sign up to the World Expeditions Schools eNewsletter here >>

Service Learning: Tips for Volunteering Overseas

Fri, 15 Mar 2019 23:14:19 GMT

Tips for Students Volunteering Overseas

If you're in charge of organising your school's overseas Educational Travel trips the following information will help you ask the right questions of your Educational Travel provider to ensure you create a responsible, truly worthwhile experience for both your students and the host communities you plan to visit or help.

Students on Cambodia Service Learning trip

Valuable and sustainable projects

When choosing a volunteering experience overseas be sure to use a reputable organisation, to ensure that the work you will be doing has a positive impact on the community and that it fulfils a real need.

Questions to ask:

Is the development of the volunteering experience consultative?

Has the community been involved in the decisions from the outset? Is the work needed and wanted and is it a priority for the community? Volunteer experiences that consult with or are led by the heads of the local community are usually very successful because early ownership of the project by the beneficiaries ensures long-term sustainability.

Is the volunteering collaborative?

Are you working along side members of the local community?

Is the project sustainable?

After you leave will the project continue to benefit the community? A sustainable project engages the local community with the aim that they will become self sufficient and able to operate the project themselves in the future.

Is there a transference of skills/knowledge?

Will you come away from the experience with new skills, new insights and new understandings? And are you able to leave behind the same? A transference of skills -both ways - is an ideal volunteering experience, one that is enriching for both parties.

The welfare of children in the tourism setting

Children working and living in tourist areas are especially vulnerable to physical, emotional and sexual abuse. Here are some things to consider when interacting with children during your travels and overseas volunteering experiences;

Child begging or selling on the street: our natural reaction is to give to a child, but often this just compounds the problem. To break the cycle it is better to support their families and communities by donating to reputable children’s charities that are working to change the situation for the long term.

Ask yourself "would this be ok in my home country?": If the answer is 'no' then you should probably not participate. Some examples, would it be ok to teach children in a school setting even though you are not qualified? Is it ok to take photos of children without the permission of their parents?

Orphanage tourism: Legitimate orphanages employ local people to care for the children and will not allow strangers to walk through their premises to look at and interact with their vulnerable children. Corruption is rift through orphanages in South East Asia, Nepal. Remember that children are not tourist attractions. Each child deserves a stable and caring environment

If you are going to have contact with children during a volunteer experience make sure that the organization you are with has a child protection code of conduct in place and that they ask you to provide a background check.

If you suspect a child is being abused tell your guide, or report it to the local authorities or your embassy in that country.

Students working on a Service Learning project in Cambodia

The welfare on animals in the tourism setting.

Volunteering with animal welfare agency requires some due diligence to ensure that you are not inadvertently harming animals instead of helping them. Two such cased of animal exploitation in the tourism setting that are currently receiving much attention are elephants and lions.

Elephants

With so much research and evidence pointing to the fact that riding on the back of an elephant is damaging, travellers should steer clear of this experience. The best way to experience an elephant is in the wild, from the safety of a vehicle, in a national park or reserve where the elephant is not in captivity and able to display its natural behaviours. Many elephant sanctuaries / orphanages are a tourist trap, existing for the tourist dollar and not welfare of the elephants. If you must volunteer at an elephant sanctuary / orphanage do plenty of research and critic the orphanages on the following criteria:

Is the aim to rehabilitate and release elephants into the wild. Or are the elephants kept in captivity because they attract the tourist dollar?

Are you able to have physical contact with the elephants? If yes, remember that the only way you can have safe unprotected contact (no barrier between you and the elephant) is if that elephant has been 'crushed' - a painful process that a baby elephant endures that essentially 'breaks its spirit'. Help break the cycle and resist the opportunity to touch an elephant.

Are the elephants kept in chains?

Do they offer rides on the back of the elephants?

Do the elephants have recent puncture wounds?

Do the mahouts ask for payments for photo opportunities?

Are baby elephants chained to railings so that tourists could pet them?

If the answer is yes to the above 5 questions, then the motives of the sanctuary/orphanages is questionable and you should reconsider volunteering.

Elephant's in the wild, Tanzania

Petting Lion Cubs, Walking with Lion experiences and volunteering with Lions in South Africa

Many unsuspecting tourists and volunteers in South Africa inadvertently contribute to a terrible industry called Canned Lion Hunting. Under the guise of lion conservation, lions are breed for the sole purpose of “canned” hunting. Today, anywhere between 7,000 and 8,000 predators, most of them lions, are being kept in cages or confined areas on over 150 private farms across the country. Used for a host of revenue streams – cub petting, raising “orphaned” cubs (actually cubs are removed from their mother a few days after birth which brings her back into oestrus to continue the breeding machine cycle) and “lion walking” young adult lions are ultimately shot in “canned” hunts. Close to 800 lions are killed each year by trophy hunters in enclosed or confined areas with little or no chance of escape, while hundreds more get killed and shipped to the East for the burgeoning lion bone trade.

Despite the claims of the operators, all leading conservationists and lion ecologists agree there is absolutely no conservation merit whatsoever in any of these practices.

By supporting these “lion reserve” facilities day visitors or volunteers are directly contributing to the funding of this industry, and the misinformation that confuses conservation messages and priorities, resulting in a misdirection of valuable conservation funding away from the real threats facing wild animals.

There are a number of organizations campaigning against this Canned Lion Hunting

Take a look at: www.fortheloveofwildlife.org.au or www.facebook.com/volunteersbeware

9 Tips on Responsible Gift Giving

Wed, 13 Mar 2019 04:15:00 GMT

After spending time with local communities and forging relationships with them in developing countries, students may want to offer a gift to express their gratitude. However, their best intentions can cause unintended issues in these countries.

Often, gift giving can result in locals becoming dependent on hand outs. It can create jealousy within communities and cause internal conflicts if some beneficiaries receive gifts while others do not.

At its worst, certain gifts can also result in health problems. For example, if lollies and chocolates are distributed to young children in an underprivileged region with limited or no access to oral healthcare, this will contribute to their development of gum disease and tooth decay.

“In some cases, material goods given are not something the community needs, and may end up being something members cannot use – such as a remote control race car that require batteries or an electronic device that requires regular charging,” says Donna Lawrence, Responsible Travel Manager at World Expeditions Schools.

While gift giving is a lovely gesture, it is important to be considerate and mindful of the presents your students offer to communities.

Here are nine tips to share with your students on how to give presents responsibly:

1. Don’t make assumptions about community needs. Plan ahead. If your students intend on giving to a school, hospital or organisation, contact them in advance to find out what items they need and purchase and hand deliver the products.

2. Avoid giving drinks or foods that are high in sugar, especially when it is clear that dental health care is not available. Poor nutrition is often worsened by consuming sweets. Instead, buy fruit from the local market, which will provide children with a nutritional treat and support local businesses.

3. Avoid giving directly to an individual; rather, give to the head of the community or the head master of the school so that they can distribute the gifts fairly. Don’t be offended if this occurs once you’ve left.

4. Don’t give gifts to children begging on the street. It reinforces the bad situation they are in. An alternative is to donate to a local charity that works to keep children off the streets and to stay with their family and in school.

5. Don’t give gifts that are broken or damaged, unhygienic, dangerous or which contribute to waste. Think of the waste your students' gifts will generate over time. Avoid donating plastic toys and choose pencils and crayons over pens. In more remote regions, there are no waste disposal facilities, so your presence will be around for much longer than you think.

6. Be aware of the limitations of a gift. For example, giving a gift that requires batteries that are not readily available to the recipient or are expensive locally. Instead, give manual or solar powered torches. Some houses do not have electricity at all or experience frequent power cuts.

7. Think practical over superficial items. In remote regions, communities have a huge need for basic necessities. Items such as toothbrushes, toothpaste, socks, sanitary kits, hairbrushes and hair ties are very practical.

8. Don’t give out medicine. Each country has different laws about the use of medical supplies and medications, and some pharmaceutical drugs are not permitted. Instead, consider practical supplies such as bandages, thermometers, gauze, as well as hygiene products and re-usable sanitary items to help prevent the spread of disease. You can also consider donating to charities or organisations that support local hospitals or medical centres.

9. Share your time and skills instead of a material gift. You can join a community project to help make tangible change in underprivileged areas, such as completing grass-root construction projects in villages of Cambodia, Romania and more.

If you are unsure of an appropriate gift, ask your travel company or the school, hospital or organisation you are helping.

Want to learn more about how to travel, give, grow with your students? View our current community projects and read our latest The Thoughtful Traveller e-book.

Volunteering Overseas: What to Consider

Mon, 10 Dec 2018 06:28:00 GMT

People generally volunteer to do something meaningful and experience a new culture. However, some volunteer-sending companies may be more concerned with creating a ‘life-changing’ experience for the volunteer, with less focus on the purpose and the needs of local communities.

For instance, the growth of orphanages, in many cases, directly corresponds to the increase in tourism numbers that have been driven by well meaning but uninformed tourists who volunteer and donate to the orphanages.

There are now millions of children sent to live in orphanages, away from their families as it is deemed to be the only way these children can get an education.

However, decades of research show that growing up in a residential care institution is harmful for a child's development and well-being. This has led to a global effort to move away from this model of care as a response to poverty.

We are a division of World Expeditions, which is on the working party of the Rethink Orphanages Network, an organization working to prevent the unnecessary institutionalisation of children in developing countries.

Here are 10 things to look for to make sure your time overseas is spent making a genuine difference:

1. Track Record
Look for evidence of past achievements and how programs are monitored and evaluated.

2. Integrity
A growing number of companies have ceased orphanage volunteering. Find out who.

Since 2013, we’ve removed all instances of orphanage tourism from our trips when research first revealed a direct relationship between the increase in the number of orphanages in developing nations and the increase in tourism numbers. We hope that our involvement will encourage other companies, and travellers, to avoid orphanage tourism.

3. Accountability
Some organisations recruit volunteers for their own programs; others act as ‘volunteer brokers’ and may not have end-to-end accountability for the project or your safety.

4. Selectivity
Expect to apply to volunteer and be vetted as if you were applying for a job or university. You should also receive pre-departure support.

5. Credibility
Emotive language like ‘saving the world’ or ‘giving children the love they need’ may be used to recruit volunteers, but it’s not an indicator of quality.

6. The ‘Need’
Make sure your role will enhance local capacity – e.g. by providing training to, or working with, local people to meet a short-term skills gap.

7. Sustainability
Check there’s a project end date, not a long-term dependency on volunteers.

8. Skills Match
What do you have to offer? Skills in high demand include digital, monitoring and evaluation, fundraising, language and computer skills. However, some community projects may not require specific skill sets.

9. Suitably Qualified
Avoid placements for which you are not skilled or qualified – e.g. teaching or caring for children or providing medical care.

10. Learning Opportunity
How will you apply what you’ve learnt back home? Employers will be interested in evidence of impact, not just the fact that you have volunteered overseas.

Did you know, globally, an estimated 80% of children in orphanages have a living parent? Watch this short documentary revealing the untold story of orphanage tourism.

[youtube https://www.youtube.com/watch?v=wUUjPvnWFgM&w=1180&h=664]

The solution to orphanage tourism is to re-direct support away from orphanages towards programs that help to strengthen communities and keep families together.

Want to make a difference? Join our Alternative Schoolies where you can help marginalised communities and give back to the world.

If you are a teacher and want to get your students involved, you can include a service learning element in your next school program - simply get in touch.

8 Hacks for Your First Trek in Nepal

Wed, 05 Dec 2018 04:59:00 GMT

It’s tricky to decide on a destination for your overseas school program or your Schoolies, especially when you have so many options out there. Why not venture to the destinations less travelled such as Nepal and support communities in need? You’ll be surprised to discover you can easily find all sorts of info about Nepal on Google.

To help you get started, here are some travel hacks from our frequent adventurers to make your first trek in Nepal easier.

1. Down boots are your friend.
The year before I went to Nepal, I hiked the Overland Track in Tasmania. It was full pack trekking, so anything deemed unnecessary for survival was culled. The first evening at camp, one of our seemingly tough group members donned a pair of down booties. It took all of three seconds for me to mentally place these wacky Michelin Man looking shoes on the ‘unnecessary’ list. As it later turned out, this person had been on treks all over the world and knew what he was doing. Fast forward one year and I’m sitting in Gorak Shep with, you guessed it, a pair of down booties on my weary feet. Do not underestimate the power of the weird and wonderful footwear.

2. And so is a hot water bottle.
Hydration is crucial, especially at altitude, so you’re going to have an assortment of water drinking contraptions that adorn your backpack. Fill your bottles with boiled water at night and make use of these steamy bottles of goodness by putting them in your sleeping bag before you settle in. Just make sure the bottles are unbreakable and sealed very tightly.

3. Keep your batteries warm.
Battery life suffers in cold temperatures and you most likely won’t be able to recharge it. Keep them in a sock at the bottom of your sleeping bag each night to help prolong the inevitable.

4. Take it slooooow.
Acclimatisation is serious business and it can be life threatening if not treated with care. While on the trek, drink lots of water, continue to eat even if you lose your appetite and go slow. If you feel unwell at any point in time, don’t hesitate to let your guide know. In the words of the Nepalese, ‘slowly-slowly’ wins the race.

5. You need to train for the trek.
Hiking in the Himalaya requires endurance and fitness. You’ll want to do a mix of day walks with and without a full pack, cycling and cardio workouts for at least 3 months prior to your trek. You wouldn’t want to give up halfway on your trek and miss out on the full experience.

6. Always have two towels handy.
When you wash up in the morning, have 2 towels at hand - one to soak in the water to clean yourself with, and one to dry yourself with because it’s always cold. Tie them to the straps of your backpack during the day and they’ll be dry and ready for use when you’re back in camp.

7. Walk on the mountain side of the trail.
Always walk on the inner edge of the trial (the mountain side). You’ll frequently come across yaks that are sharing the trail with you, which gives living on the edge a whole new meaning, and you need to step aside to let them pass. Keep an ear out for the sound of their bells up ahead.

8. Act on the urge to get up at night.
Yes, it’s warm in your sleeping bag and cold outside. Yes, it’s dark and you need to navigate to the toilet set up by torch light. Once you get past that, you will be a happy person because the crisp, starry Himalaya night sky is a sight to be seen and a memory to capture.

Interested in bringing your students to Nepal? Get in touch and we can customise a program to suit your school's learning objectives and budget.

10 Good Reasons to Join the ‘10 Pieces’ Litter Collection Movement

Thu, 29 Jun 2017 01:42:00 GMT

Brazilian poet and writer, Paulo Coelho, once said “It’s the simple things in life that are the most extraordinary”.

Imagine if you could do something extraordinary for the planet by simply picking up 10 pieces of litter on your travels.

With our 10 Pieces, you can.

World Expeditions Schools partners with a simple but effective litter collection initiative that harnesses the collective power of travellers to keep wilderness trails free of litter.

Put simply, it encourages travellers to pick up 10 pieces of litter each day on its guided treks in Nepal, Bhutan and Peru and on Mount Rinjani and Mount Kilimanjaro climbs.

Here are 10 good reasons why you should consider joining the “10 Pieces” movement:

Impact: less litter on wilderness trails brings benefit to animals and humans. Not only is litter unsightly and capable of ruining our experience in nature, it also poses danger to animals that may ingest it. Often litter on a trail ends up in a river and we all know where our rivers lead! By removing litter from mountain environments, we are ensuring that it doesn’t end up in our oceans.

Scale: 10 pieces sounds like a nominal number, but it’s scaled immensely when the collective power of a group of travelers joins in. With a group of just 20 travelers, the 10 pieces quickly turns into 200 pieces of litter each day. And if there’s another group of 12 travelers at the same place the next week that’s another 200 pieces of litter. It soon adds up.

Ease: 10 pieces of litter can be collected in under 60 seconds, anyone can do it, it costs nothing, and World Expeditions Schools manages the responsible disposal of all litter collected.

Safety: we provide participants with our reusable litter collection bags. Participants bring their own protective gloves and hand sanitizer, and are asked to only paper and plastic litter; no hazardous litter.

Our planet’s future: as more travelers enter mountain environments, so does infrastructure and therefore non-biodegradable waste. Litter control programs are therefore critically relevant for future generations.

Leading by example: The communities we pass through along trails in Peru, Nepal, Bhutan, Indonesia and Tanzania may not have been exposed to litter education programs, but when they see visitors to their home collecting litter it encourages them to be responsible about their waste disposal. With this understanding they can lobby for better litter disposal methods for their communities and they also become less likely to throw litter into their environment themselves.

Leaving No Trace: we are all accustomed to the phrase “take only photographs, leave only footprints”. Well we have expanded the “Leave No Trace” concept to “take only photographs and 10 pieces of litter, and leave only footprints”

Forward planning: there’s no point in collecting litter if it’s disposed of incorrectly. Before offering 10 Pieces on a trek we ensure that we can dispose of litter responsibly. In some cases, this means transporting it to the nearest city to be delivered to a recycling plant and in other cases it’s the clean and thorough incineration of the litter at our campsites.

Inspiring others: we encourage the travellers everywhere and the travel industry to join the 10 Pieces movement, turning this into a collective movement that is propelled forward by travelers globally

And finally, because 10 Pieces helps make the world a better place!

Over the months of September to December 2017, over 100 students from five different Australian schools will be participating in 10 Pieces in Nepal. When we do the math, we figure that’s over 7000 pieces of litter collected from Nepal’s wilderness trails. Awesome eh?!

Want to learn how your school can be involved? Get in touch with one of our Youth Adventure Experts.

Why we say NO to Orphanage Tourism

Mon, 26 Oct 2015 03:36:00 GMT

Everyone wants to be helpful, but when could your help be doing more harm than good?

Child Safe Tourism is an initiative that World Expeditions Schools actively supports and promotes. We choose not to operate school trips that want to take part in orphanage visits and strongly encourage you and your school to follow suit.

Children working and living in tourist areas are especially vulnerable to physical, emotional and sexual abuse. Too often orphans bond with western travellers only to see them leave. While you might feel good for a moment, what impact are you leaving on the orphan?

Travellers have a part to play in creating a safer tourism environment for children - our small actions can make a big difference to help protect children from abuse and exploitation.

When you travel we encourage you to take the following actions that have been put forward by World Vision:

ACTION 1: If you are concerned about the welfare of any child, tell your tour guide immediately.

ACTION 2: Instead of giving money directly to children begging or selling food or souvenirs, support their families and communities or donate to reputable children’s charities.

ACTION 3: Treat children like you would in your home country. Before taking photos of children, always ask for their permission.

ACTION 4: Never take a child anywhere without the supervision and permission of their parents or guardian.

ACTION 5: Before visiting or volunteering with vulnerable children, research the organisation to ensure they have standards and procedures that protect children’s physical and emotional wellbeing. Please don’t support ‘orphanage tourism’.

ACTION 6: Spread the word about Child Safe Tourism. Share this information with your friends and family while you travel and when you return home.

Visit www.childsafetourism.org to learn how you can protect vulnerable children.

Learn more about World Expeditions Schools’ Responsible Travel Policies here.