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This year, Link introduced the Link 20th Anniversary Outstanding Student Scholarship, recognising local secondary school students who demonstrate academic excellence alongside meaningful contributions to their schools and communities. After a rigorous selection process, 30 exceptional students have been shortlisted as finalists. In early July, these students will present their ideas on the theme of “Active Ageing Community” at the scholarship interview day and awards ceremony, where they will vie for the top five scholarship awards.
Beyond providing scholarships, Link aims to enrich student development throughout the scholarship experience. Link organised workshops for scholarship recipients, including the “Art of Connection” workshop that was designed to enhance their communication and presentation skills, as well as confidence. To help the 30 finalists better prepare for the interview day, Link also conducted a workshop on design thinking and active ageing. The session enabled students to develop ideas focused on supporting the elderly in the community under the guidance of experienced professional instructors.
As part of the “Design Thinking” workshop, Link invited Zip Cheung from OHH Dear Communications – Hong Kong’s first creative studio dedicated to elderly engagement – to share her expertise with participating students. She offered a refreshing perspective on ageing community: “We collaborated with a group of elderly individuals, casting them as models in advertising campaigns for several well-known brands,” she explains. “Their charisma and positive energy challenged many prevailing stereotypes about elderly.”
Also joining as a guest speaker was Crystal Chan from the charitable organisation Very Hong Kong. She introduced students to the fundamentals of design thinking – a user-focused methodology for developing practical, thoughtful solutions. Emphasising the importance of attentive listening and in-depth research, she guided students to explore both the emotional and everyday needs of the elderly to develop relevant, impactful proposals.
Participants responded enthusiastically to the workshop experience. Tammy Mok, a Form 4 student from TWGHs Li Ka Shing College who attended both sessions, shared how her view of the older generation was transformed. “These workshops completely reshaped how I see elderly people,” she says. “I learnt that elderly could wear bold colours, model in advertisements and even perform on stage. Their vibrancy and self-expression were genuinely inspiring.”
The experience was equally impactful for Smilo Chung of ECF Saint Too Canaan College. Although he had previously volunteered in food distribution, the workshop offered a more nuanced understanding of elderly life. “I live with elderly relatives, but we rarely go beyond surface-level conversation,” he reflects. “The workshop taught us the O.A.T. approach – observe, ask and tell – which I now plan to apply. Many elderly won’t ask for help because they don’t want to bother others. That’s why it’s up to us, the younger generation, to take the initiative – offering support in a way that preserves their dignity and makes them feel at ease. We might even help them achieve some of their dreams.”
Both students express hope that the community proposals they are developing will translate into meaningful action. As they now recognise, the true value of an idea lies in its real-world impact.
According to the World Health Organisation, a society is classified as “super-aged” when 20% or more of its population is aged 65 or above. Hong Kong reached this demographic milestone in 2021. Against this backdrop, Link’s initiative to engage secondary school students in exploring the realities of ageing through hands-on workshops is both timely and impactful.
Zip Cheung, who has spent nearly a decade working with elderly communities, praises the approach: “It’s crucial that the younger generation begins to understand the diverse needs of elderly. After all, ageing is something we will all experience. A 65-year-old and an 80-year-old may both be considered elderly, but their physical, emotional and social needs can differ significantly. A nuanced understanding is essential for delivering appropriate, effective support.”
With two intensive workshops behind them, students are now preparing to develop their final presentations. These will reflect their growing awareness of the elderly’s lived experiences, as well as practical considerations in community service design. Crystal offers pragmatic advice: “When designing social welfare programmes or responding to community challenges, it’s essential to understand the actual needs of your target group. Services must be precise, relevant and actionable – not just grounded in theory. Go out into the community. Visit parks and elderly centres. Speak directly with elderly and listen to their stories.”
She provides an example to illustrate the complexity of meaningful community projects: “Suppose you want to build a fitness or recreational space for seniors. You’ll need to identify an appropriate location, collaborate with social workers, interior designers and liaise with various sectors, including government departments. You'll also have to navigate a host of legal and regulatory considerations.”
Despite these challenges, Crystal believes that the rewards of community service far outweigh the difficulties. “The key is to face uncertainty with courage and a spirit of collaboration. That’s what makes community work so fulfilling. My hope is that these exceptional students will gain insights that go beyond textbooks – real-world experiences that shape both their understanding and their sense of purpose.” She adds, “I hope they will have the opportunity to apply what they’ve learnt here to make meaningful, lasting contributions to society in the future.”
