In a physics class at UEIS, students were given a challenge that seemed simple, but was not necessarily easy to accomplish on the first try: using paper and a straw to design their own paper straw rocket and see if they could actually make it fly.“Just a word of caution, it might not work the first time.”Before the experiment began, physics teacher Abu reminded the students that their first launch might not be successful. Instead of making them nervous or afraid, however, the warning seemed to make them even more eager to try. This time, they were not simply following a fixed set of steps to complete an experiment. They were designing and building their own paper straw rockets, then putting their ideas to the test to see if they could really take flight.The first launch quickly made the challenge feel real. When the result did not turn out exactly as expected, the students had to go back and examine their designs. What factors might have affected the rocket’s flight? Did the angle of the fins need to be adjusted? Would the amount of force used to blow the rocket make a difference? How might the rocket’s weight and balance affect its stability in flight?What had started as a small rocket made from nothing more than paper and a straw had become a physics problem that required the students to experiment in order to find their own answers.The students adjusted their designs and launched their rockets again. Each attempt provided new information and gave them another opportunity to reconsider their original ideas. When a change improved the rocket’s performance, they had to think about why. When the result was still not what they expected, they had to keep looking for the factors that might have influenced it.Through this process, physics was no longer limited to formulas and laws in a textbook. Concepts such as action and reaction, air resistance, weight distribution, and flight stability became tangible through repeated launches. Students could observe changes in their own designs and the resulting flight, consider how different conditions might affect the outcome, and then modify and retest their ideas.That is what makes an experiment truly meaningful: the result does not always have to match expectations. Sometimes, an unexpected result is simply the beginning of the next question.When the first attempt did not succeed, students did not simply return to a “correct answer” to find out what went wrong. Instead, they had to start with what they had observed and ask themselves what they still did not know. What needed to change? Which factor might have caused the difference? What would happen if they tried another approach?From identifying problems and proposing ideas to modifying designs and testing them again, students gradually developed their own understanding through repeated trial and error. This process reflects the kind of learning experience emphasized in scientific inquiry and project-based learning (PBL): knowledge does not remain confined to the textbook. It becomes something students use to think, test, and apply when facing real problems.Therefore, being willing to try does not simply mean having the courage to take action. More importantly, when the first attempt does not work, are students willing to continue facing the problem rather than stopping because they are afraid of making mistakes?For UEIS, giving students the opportunity to experience this process is part of helping them understand that learning is not always about finding one single correct answer. Some problems require multiple attempts before a better solution can be found. Some answers only begin to make sense after students have actually tried something themselves and seen the results.And this paper straw rocket is only the first step in their scientific exploration.Next, the students will take on a greater challenge: using the chemical reaction between baking soda and vinegar to build a larger rocket with greater thrust. Starting with the paper straw rocket, they will carry their experiences with design, testing, and revision into a new and more challenging project. As the conditions change, they will have the opportunity to ask: Will the methods that worked before still work? If not, how can they redesign their approach?A paper rocket may be small, but the questions it raises can be much bigger.When the first attempt does not work, are you willing to try again? When the result is different from what you expected, can you stop and look for the reason? And when your original approach is not good enough, are you willing to recognize that it needs to be changed—and start again?At UEIS, we bring education back to the exploration of the real world, giving students opportunities to learn through practice and through mistakes. Because rather than being afraid of making mistakes and focusing only on finding one standard answer, students need the ability to face challenges, revise their approaches, keep trying, and ultimately find answers of their own.

United Education International School (UEIS), an educational institution in Zhuangwei, Yilan, known for its commitment to education and strong international university outcomes, has once again demonstrated its commitment to holistic education with the launch of the 16-week “UEIS × SDGs Zhuangwei English Buddy Action Program” on the 9th.The program brings together UEIS students, the Yilan Fuqi Family Charity Association, and several elementary and junior high schools in Zhuangwei. With professional guidance from UEIS’s foreign teachers, the initiative brings learning beyond the school campus and creates a model of sustainable education built around student leadership, teacher support, and community collaboration.Rather than treating volunteer service simply as a way to accumulate service hours, the program places students at the center of the planning and action. Participating UEIS students are encouraged to understand the actual learning needs of children in the local community, take the lead in designing age-appropriate lessons, and receive 12 hours of professional training and classroom observation feedback from UEIS teachers serving as Mentors.To support the quality and sustainability of the program, student performance is evaluated not only by the number of service hours completed, but also through areas such as lesson quality, communication skills, child safeguarding and ethics, and team reflection. The program also introduces a three-level Bronze, Silver, and Gold Mentor certification system, allowing students to develop their service-learning experience through a more structured and professional framework.In the classroom, the program provides different learning pathways for students at different stages. For elementary school students, the lessons focus on game-based phonics and contextual picture-book reading, helping children build confidence in using English naturally. For junior high students, the program extends into reading strategies, contextual speaking activities, and thematic presentations.The Yilan Fuqi Family Charity Association also plays an important role in connecting the program with the local community. By providing transportation and other logistical support, the association helps ensure that participating students can access the program in a safe and stable environment. Together, these efforts directly contribute to three United Nations Sustainable Development Goals: SDG 4 – Quality Education, SDG 10 – Reduced Inequalities, and SDG 17 – Partnerships for the Goals.The launch ceremony brought together representatives from the local education and community sectors, reflecting a shared commitment to educational equity. Guests included Ye Tzu-Lan, Chairperson of the Yilan Fuqi Family Charity Association; Kuang Chun-Hung, President; Huang Tzu-Fu, Executive Director; local education leaders Huang Chih-Sheng and Chuang Hsiu-Chuan; as well as Tsai Yu-Jung, Principal of Zhuangwei Junior High School; Liu Chien-Cheng, Principal of Zhuangwei Elementary School; and principals Wu Wen-Cheng, Chen Yu-Ching, Chen Po-Ju, and Kuo Yu-Fang, among other education leaders who gathered to witness this collaborative effort to connect local educational resources.Principal Liu Chien-Cheng of Zhuangwei Elementary School spoke highly of the initiative, noting that the professional teachers and student team from UEIS are helping provide local children with access to English education resources comparable to those available in more urban areas. Principal Tsai Yu-Jung of Zhuangwei Junior High School described the collaboration as an example of “Zhuangwei working together for the common good,” emphasizing that cooperation between local schools and an international education institution can help students in rural communities see a broader world and develop a stronger international perspective.Ye Tzu-Lan, Chairperson of the Yilan Fuqi Family Charity Association, shared that the association has always been committed to supporting children through care and compassion. She expressed hope that this cross-sector partnership would provide children in Zhuangwei with meaningful support and companionship, helping them overcome their fear of language barriers and gain the confidence to speak English.Peggy Wu (Mei-Lin Wu), CEO of United Education International School, emphasized that UEIS’s educational vision goes beyond preparing students for admission to top universities around the world. The school also seeks to nurture students who demonstrate empathy, social responsibility, and a global perspective.She expressed her appreciation to the Fuqi Family Charity Association, school principals, and education leaders for their trust and support, which have helped make the initiative possible. She also highlighted the importance of student initiative and responsibility: when students learn to identify real-world needs and take action, English becomes more than an academic subject—it becomes a means of developing leadership and giving back to the community.The program will conclude with an English Showcase in January 2027. Elementary school participants will demonstrate their confidence through English storytelling, while junior high students will deliver three-minute English presentations on ed topics. UEIS students will also share their lesson-development process and reflect on their SDG-related actions and learning experiences.Through this showcase, schools, families, and community members will have the opportunity to witness how local collaboration can create meaningful learning experiences while connecting students with a broader international perspective.

For high school students beginning to think about their future university plans, preparing for university applications is not something that has to wait until Grade 12. From admission requirements and application procedures to understanding what to prepare at each stage, gaining this information early can help students develop a clearer direction for their future plans. UEIS is pleased to welcome Pam Chang, a representative from the University of Toronto, to campus for an information session with G10–G12 students. During the session, students will learn about the latest university application information, including admission requirements, application procedures, and how to prepare for the application process. Beyond learning about application requirements, students will also have the opportunity to ask questions and engage directly with the university representative about topics that matter to them. Through this direct interaction with a university representative, students can gain a better understanding of what universities look for in applicants and consider how they can begin preparing at their current stage. Whether students have already begun planning for overseas university study or are still exploring their future options, this session offers an opportunity to gain firsthand information from the university and think more deeply about their choices and next steps. Date: September 8, 2026 (Tuesday)Time: 11:15 AM – 12:00 PMLocation:UEIS United Education International SchoolAudience: G10–G12 StudentsSpeaker: Pam Chang