In the SPARK 2026 Design Thinking Challenge (National Station), the two participating S4 teams from the Foshan ASJ won the honor of business innovation achievement for their solid project concepts, outstanding on-site performance and mature teamwork!
SPARK 2026 is an international innovation challenge project for middle school students jointly launched by NexGen and XJTLU International Business School. With Stanford's "Design Thinking" as the core methodology, students are encouraged to base themselves on real-life issues, use design thinking, collaborate across disciplines, propose creative solutions, and move toward practical action.
Our school has launched this innovative practice module with project-based learning as the core in the ECA course - from design thinking workshops to interdisciplinary group incubation, from real problem research to prototype iteration roadshows. This course not only provides systematic methodological training, but also uses the integrated "learn-practice-match" course design to allow students to gradually internalize the thinking habits of empathy, problem definition, creative conception, prototyping and testing iteration in the process of solving real problems, empowering students to become active innovators.
For the students, this was about far more than simply taking part in a competition.As Mr. Deng, the mentor in charge of coaching the teams, noted, “The core philosophy of this competition aligns perfectly with our school’s hands-on approach to innovation education — turning ideas into prototypes.” Students were required not only to generate creative concepts, but also to consider user needs, market value, and practical feasibility, thereby strengthening both their innovative thinking and business acumen through real-world challenges.
Although the two teams pursued different directions in innovation, they both achieved a meaningful breakthrough in creative thinking.
During their preparation, the girls’ team focused on real needs arising from everyday life. From menstrual discomfort and cold hands and feet in winter to insomnia caused by stress, they explored ways to support women’s health and emotional well-being. Gradually, their concept took shape: to create a premium smart wellness companion that not only features the appearance of a cute stress-relief plush toy, but also integrates all-round functions of companionship, care, and health support across different daily scenarios. In this way, the project *MoonMate Genie* was officially born.
The boys’ team chose a different path: integrating gaming with learning. They observed that many educational apps on the market present knowledge in fragmented ways and often lack a cohesive user experience. With this in mind, they proposed turning structured learning content into missions, levels, storylines, and puzzle-solving challenges. For example, concepts such as levers and pulleys in physics were designed as level-clearing mechanics, making knowledge itself the key skill needed to advance through the game. Together, they developed the RPG project *Epoch Zero*.
Although the two projects have different directions, they both reflect students' keen observation of real problems and their initiative to implement their ideas.
Of course, the road to competition was full of challenges. Mr. Deng recalled that at the beginning of the preparation process, the students relied heavily on their teachers’ guidance. However, as the competition progressed, they gradually learned to think independently, take ownership of their projects, and develop resilience under pressure.“One team discovered significant flaws in their proposal during the preliminary round and was deeply discouraged at first. But instead of giving up, they took the initiative to reassess the problem, conduct further research, and repeatedly test and refine their ideas. Watching them grow from depending on teachers to facing challenges independently, and from being discouraged by setbacks to persevering until the end, left a deep impression on me.”
Another major challenge was English communication. The national round required students to deliver presentations in English, clearly explain the logic behind their projects, and respond confidently to judges’ questions. As a result, they practised their scripts repeatedly, gradually transforming nervousness into thorough preparation and self-confidence.
After standing on the field, the judges' questions went straight to the core: Is the demand for the product real? Is the business model enforceable? These questions also made the students truly feel that making a product not only requires good ideas, but also strict logic, market awareness and execution capabilities.
From the germination of ideas to preparing for competitions on campus, to appearing at the national station, facing outstanding players from all over the country, students not only saw the wider world, but also built up their self-confidence through competing on the same stage. More importantly, they learned to analyze problems from more diverse perspectives and learn from the strengths of others. This open and reflective attitude towards learning will benefit them greatly in any field in the future.
Our school's ECA course strives to push students from the classroom to more competitions - in this process, students not only receive awards and honors, but also develop resilience, collaboration and leadership, and learn to listen in a team, integrate amid differences, and persevere amid challenges. We always firmly believe that every complete closed loop from creativity to action is a profound realization of the value of educating people. In the future, ECA will continue to build a platform for youth innovation, so that more students dare to think and create, grow in practice, and bloom in challenges.
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