In an era of increasing global interconnectedness, service learning programs have emerged as vital components of contemporary Western education. At Bishop Druitt College (BDC), our almost 20-year-old Cambodia Immersion program exemplifies how international service learning can transform students' worldviews while creating meaningful, sustainable impact in partner communities.

The program's cornerstone is our enduring partnership with Krou Yeung School (KYS), celebrating its tenth anniversary in 2024. This relationship transcends traditional volunteerism, embodying a commitment to mutual growth and understanding. Through this partnership, Australian and Cambodian students and educators work collaboratively, sharing teaching methodologies and resources while fostering cross-cultural communication skills.

Cultural immersion forms a crucial element of the program. Students engage deeply with Cambodia's rich history, from the ancient Khmer Empire and its architectural marvels at Angkor Wat to the French colonial period, the tragic era of the Khmer Rouge, and the nation's remarkable recovery over the past four decades. This historical context helps students understand contemporary Cambodia's development challenges and opportunities, including the influence of regional powers and western nations in its ongoing transformation.

The program's impact extends beyond educational exchange. In 2024, BDC's initiatives included substantial support for various community organisations: financial contributions to Krou Yeung schools, partnering with "Free to Shine" to protect vulnerable girls from trafficking, supporting environmental conservation through the Mondulkiri Elephant Sanctuary, and funding rural education and health initiatives through Papa Partnering Against Poverty Association. Additional support was provided to the Banlung Buddhist Monastery and Tandy Preschool, demonstrating our commitment to holistic community development. These sizeable donations have been sourced through active fundraising projects throughout each year.

What distinguishes our approach is its emphasis on sustainability and reciprocity. Rather than pursuing short-term charitable interventions, we focus on building lasting relationships and capacity within Cambodian institutions and NGOs. This methodology creates a two-way street of learning: while Cambodian partners receive educational resources and support, Australian students gain invaluable perspectives on privilege, global inequality, and community interconnectedness. They also develop the soft skills of Communication, Organisation, Teamwork, Problem-solving, Critical thinking, Adaptability, Conflict resolution, Time management, Leadership and Creativity.

The transformative impact of this program is evident in student reflections. As one 17-year-old student, Indi, observed, "I have developed a greater sense of gratitude and understanding of my privilege in my daily life." Such insights reflect the program's success in fostering cultural competencies and global citizenship awareness among participants.

Another student, Max another 17-year-old, shared his thoughts on this experience: “Hearing the personal stories directly from the survivors of Tuol Sleng prison was incredibly moving. This together with the visit to the Killing Fields brought a visceral context to the Khmer Rouge history. This wasn’t ancient history - this is living history”. Max also noted that the incredible welcome our school group received from Krou Yeung School was so emotional. We all couldn’t believe their enthusiasm for inviting us to join the community. The staff and the student’s hopeful about the future of Cambodia”.

One experienced teacher, Mrs Rachel Caesar, stated enthusiastically that it was “life changing”. She also noted that “whilst students get to learn about Cambodian culture, teach at schools and build playgrounds they are also constantly being shown and taught gratitude, kindness and respect.”

Everyone takes something slightly different away from these programs, Mrs Christa Pitman noted that it “opened the eyes of our students to the effects of intergenerational poverty”. She also noted the close alignment with many of the groups we worked with and our college values. Free to Shine, she remarked, “shared stories about protecting young girls in rural communities from sex trafficking and modern slavery. The impact of these stories will sit deep within their hearts for a long time.”

International service learning programs like BDC's Cambodia initiative represent more than just educational enrichment—they are investments in building a more empathetic, interconnected global community. When students engage across cultural boundaries, they develop skills and perspectives essential for leadership in an increasingly interconnected world. Through these experiences, they learn to transform cultural differences into strengths and separate communities into global families, embodying the true essence of being "World Prepared."

Mr Mick Klipin, the patriarch of BDC’s Cambodian Tours noted that the tours, as they first started, were senior school curriculum tours that were aligned to Society and Culture and Modern History. After only few years, Mr Klipin, noted that the tour transformed into part of “the culture of the college, it was something that students looked forward to as part of what was offered in Year 11. This was evidenced by the number of younger siblings that came on the tours which I felt indicated the value and importance that returning students felt and conveyed to their parents and siblings”.
He explained that the service learning component, outside of individual NGO visits has “really developed once we started our relationship with Krou Yeung School. This became the centrepiece of the trip as it allowed for continuity beyond just the experience of each group but the building of something far greater that students and teachers at both schools could see develop over time”.

In conclusion, service learning programs that emphasise sustained international partnerships, cultural immersion, and reciprocal relationships represent a crucial evolution in Western education. They prepare students not just as academic achievers, but as informed, empathetic global citizens ready to contribute meaningfully to our interconnected world.

By Nick Johnstone, PrincipalBishop Druitt College, Coffs Harbour, NSW, Australia