Students at SACHA Think Tank launch program

Experiential learning for international students

Students at SACHA Think Tank launch program
Students at SACHA Think Tank ideas launch. Photo credit: Daniel Hooper-Jones and Isaure Echivard, SACHA

In this blog post, alumni from the University’s international student community reflect on how their participation in SACHA enriched their academic journeys and share insights on fostering inclusivity and creating a more meaningful university experience. This post belongs to June-July Hot Topic series: Students as Change Agents (SACHA)↗️.


Della

Asking for Help: A Lesson in Resilience and Personal Growth 

Growing up, I was taught to be fiercely independent and self-reliant. Seeking help was often seen as a sign of weakness. This mindset was deeply ingrained in me, and I carried it into the SACHA program. However, the challenges I encountered forced me to redefine this belief. 

During the program, a couple of roadblocks and dynamics tested my resilience. Initially, I struggled alone, feeling responsible. But I learned that asking for help is crucial for resilience, not weakness. Through open conversations with the supportive staff, I gained invaluable guidance and fresh perspectives. Their advice empowered me with strategies to address the challenges. More importantly, it reminded me that I don’t have to face every obstacle alone – seeking support is a strength. 

My journey taught me resilience requires individual perseverance, but also a supportive network. Resilience isn’t just individual toughness but cultivating a strong support network and willingness to lean on others. Student-facing staff should reflect on how they communicate to ensure students feel comfortable asking for support. Building an environment where seeking help is encouraged, not stigmatized, can foster resilience in students as they navigate academic challenges.

Let’s work to destigmatize asking for help – it’s a lesson in resilience we all can learn. 

Lilette 

One of the main reasons why I decided to join the SACHA programme was to improve my communication skills and self-confidence. I have always enjoyed speaking in public and sharing my points of view, but while in Edinburgh, I sometimes found myself blocked. It wasn’t just the language barrier, but also the cultural differences. 

In such a transformative period of our lives, we are encouraged to challenge ourselves, think deeply, and strive to make this experience the best it can be, but it is not always as easy as it sounds. Being an international student in such a different and complex environment has truly confronted me with old fears, pushing me to develop new skills and to better understand myself. It is important to set goals and go for more, but it is more important to accept failure and be kind to us in the process. 

 SACHA provides students with a safe space where we can interact and connect with people from diverse backgrounds without worrying about being judged. It also gives us the experience of working with a multidisciplinary team, and all that we achieve has both tangible and intangible impact.

This helps to distinguish us as unique students and boosts our self-esteem, fostering a sense of belonging. Having the opportunity to develop new professional and soft skills during this programme has enriched my experience as an international master’s student in the UK. 

Hera

When I was working in my SACHA team, what shocked me was that we were so different, yet so connected. We’re from different cultural backgrounds, unrelated disciplines, and a mix of undergraduates and postgraduates. Yet, we were so cohesive and connected as we worked towards the same goal.  

We were all able to contribute from our unique perspectives while broadening our horizons with the things we learned from each other, whether it be cultural understanding, subject-related knowledge, or just casual complaints about workloads. These interactions allowed me to take a sneak peek into what life is like as a student in other disciplines and levels of study.

Our differences sparked creativity while our individual strengths and limitations compensated for each other. The diversity in our mindsets and knowledge allowed us to look at the problem from different perspectives that an individual would not be able to think of alone.  

The benefits of working in a diverse team are inexhaustible. Both staff and students should actively meet and work with people from different backgrounds, encourage collaboration between different disciplines, and truly grasp the opportunities that come with each other’s unique perspectives.  

Diversity is our asset. We should use it. 

Photo credit: Daniel Hooper-Jones and Isaure Echivard, SACHA

Della

The SACHA program offered a unique and enriching learning experience by providing opportunities for practical, hands-on engagement. This approach not only complemented traditional classroom learning but also fostered a deeper connection with the subject matter and a sense of purpose. 

One of the standout aspects of the program was the autonomy it granted students. We were empowered to take ownership of our learning journey, making decisions, and shaping our projects according to our interests and goals. This autonomy cultivated a sense of responsibility and accountability, preparing us for real-world challenges.

Moreover, the program emphasized the importance of reflection, encouraging us to pause and contemplate our experiences, successes, and setbacks. This reflective element allowed us to derive deeper insights and learnings, facilitating personal and professional growth. 

Notably, the program’s emphasis on collaboration and teamwork fostered a sense of accomplishment, connection and belonging. Working towards a common goal alongside peers from diverse backgrounds taught us the value of diverse perspectives and the power of collective effort. 

Key Takeaways

  • Encourage students to embrace asking for help as a strength that cultivates resilience through building supportive networks, not viewing it as a weakness. 
  • By venturing beyond our comfort zone, we can engage and connect in a secure environment devoid of judgmental views, enhancing the student experience. 
  • Diversity is our most valuable asset for sparking creativity, building connections, and realizing our full potential. Don’t just see it – use it! 

photo of the authorHera Li

Hera is currently an undergraduate at the University of Edinburgh, studying Psychology and Linguistics. As an international student, she is interested in the topics of diversity and belonging, while also eager to explore the psychological applications in education, learning, and wellbeing.


photo of the authorLilette Burga

Lilette is currently pursuing a Master of Arts in Film Directing at Edinburgh College of Art. She also holds a bachelor’s degree in Audiovisual Communication from the Pontifical Catholic University of Peru. Over the past seven years, she has been deeply involved in the cultural industries and academia as a communicator and cultural manager. These experiences have given her a well-rounded perspective that encompasses cinema, fine arts, and performing arts.


photo of the authorKe (Della) Yang

Della is pursuing an MSc in Education. With a bachelor’s degree in Korean Language and Literature, and another in International Journalism and Communication, her diverse background enables cross-cultural understanding. Passionate about inclusive learning, Della’s current research explores applying AI to enhance pedagogical approaches and accessible education for all learners.

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