In this community, the school itself serves as the primary environment, where students spend their daily lives and develop a sense of shared responsibility. It is located in close proximity to the Niaosong Wetlands, a natural site that has unfortunately been damaged by human activity, prompting local efforts to create a better environment for everyone. While the community strives for cleanliness and safety, it currently navigates challenges such as traffic problems, waste management, and littering at school entrances and vending machines. These issues highlight a gap between academic knowledge and environmental action, which the community seeks to bridge by fostering a culture of environmental stewardship. By incorporating Sustainable Development Goals (SDGs) and ESG principles, the community is working to transform the campus into a sustainable model. Students are encouraged to take ownership of their surroundings, analyzing disposal habits to improve the quality of their space. Ultimately, the community is defined by its commitment to solving local problems, which enhances school pride and mental well-being for all its members. 

'Our School, Our Community' is a student-driven initiative dedicated to addressing local challenges and fostering a culture of environmental stewardship. Recognizing that the school is an integral part of the community, students focus on solving issues within the campus and the nearby Niaosong Wetlands, which have been impacted by human activity. The project is motivated by a desire to bridge the gap between academic awareness and real-world responsibility. Working in groups, students identify and tackle specific problems, including waste management, traffic issues, and litter at the school entrance and around vending machines. By integrating Sustainable Development Goals (SDGs) and ESG (Environmental, Social, and Governance) principles into their research, participants aim to transform their learning environment into a sustainable model. Ultimately, this project seeks to empower students to take ownership of their surroundings. By analyzing disposal habits and improving campus quality, the initiative enhances school pride and mental well-being while creating a cleaner, safer, and more sustainable community for all.

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:more than 6

C. Connection speed used in the classroom:dedicated connection

D. Number of years our classroom has been connected to the Internet:more than 6

E. Additional comments concerning your computer and/or Internet access (Optional):

Our school has high-tech equipments for students not only with internet networks and also computer equipments. 

Participating in the International Schools CyberFair has empowered our students to unite through collaborative group efforts to solve campus and local environmental challenges, such as waste management and wetland preservation. By contributing their insights and taking ownership of their surroundings, they have transformed our school into a model of sustainable stewardship that fosters a cleaner, more responsible community for everyone. 

This project directly integrated Sustainable Development Goals (SDGs) and ESG (Environmental, Social, and Governance) principles into our curriculum, successfully bridging the gap between academic theory and environmental responsibility. By focusing on local challenges like the Niaosong Wetlands and campus waste management, we aligned our research with modern standards for global citizenship and sustainability. Students acquired several new technical and academic skills, including conducting a formal Literature Review, implementing a structured Research Methodology, and synthesizing complex data into Infographics. Working in groups, we practiced collaborative problem-solving as we identified and addressed specific issues such as traffic problems and waste disposal at school entrances and vending machines. Through this experience, we discovered that our role in the school community extends beyond being passive learners; we are environmental stewards who must take ownership of our surroundings. This project deepened our understanding of how individual disposal habits directly impact collective school pride and mental well-being. Using the Internet for this project was significantly more effective than traditional methods. It provided a platform (Google Sites) to document our journey and enabled International Exchange Programs, such as our collaboration with Japan-ISE Senior High School, the United States, India,...etc. This digital approach allowed us to bridge the 'awareness-action gap' by connecting our local efforts to a global context, a feat that would have been difficult using only traditional classroom resources.