This summer, I had the unique opportunity to attend the NUS College Summer School: Curiosity Meets Impact from 22 to 28 June 2025. The program immersed me in interdisciplinary learning, with lectures, workshops, and teamwork that encouraged us to think critically about global challenges. Beyond the academic exposure, the experience emphasized how knowledge can be applied in service to society.
One of the most meaningful parts of my learning was a research and awareness project on the dangers of deepfakes. As technology becomes more advanced, deepfakes pose risks of misinformation, erosion of trust, and psychological effects on communities. For instance, fake videos of political leaders can destabilize public trust, while elderly populations are especially vulnerable due to limited digital literacy.
To transform my learning into Service, I helped design an awareness presentation aimed at educating communities about the risks of deepfakes and how to spot them. This counts as Service because it directly addresses a real community need—supporting vulnerable groups such as the elderly, who often forward unverified digital content, and raising awareness among government officials, whose reputations and influence make them prime targets. By creating and sharing knowledge to protect others, I was contributing to the well-being of my community and helping to prevent harm caused by misinformation.
Through this initiative, I contributed by breaking down complex information into simple visuals and examples. For example, I included real-life cases such as the deepfake of President Zelenskyy and MIT’s study on how humans struggle to detect manipulated videos. Sharing these examples made the dangers more relatable and urgent to the audience.
This experience strongly connected to several CAS Learning Outcomes (LOs):
- LO2: Demonstrate that challenges have been undertaken, developing new skills in the process
It was challenging to simplify a highly technical issue like deepfakes into language and visuals that non-experts (like the elderly) could easily understand. This pushed me to develop new communication and awareness-building skills. - LO3: Demonstrate how to initiate and plan a CAS experience
I initiated this project by researching the issue, selecting target audiences, and structuring the presentation with clear examples. Careful planning ensured that the content met the needs of different groups. - LO4: Show commitment to and perseverance in CAS experiences
Preparing the awareness material required sustained effort, from gathering information to refining visuals. Even when simplifying the information felt overwhelming, I stayed committed and completed the project. - LO5: Demonstrate the skills and recognize the benefits of working collaboratively
At NUS, I worked closely with peers and facilitators to brainstorm, divide responsibilities, and review our final material. This collaboration improved the quality and effectiveness of the presentation. - LO6: Demonstrate engagement with issues of global significance
Deepfakes are a global concern affecting politics, security, and social trust. By addressing this issue, I directly engaged with a problem that impacts communities worldwide. - LO7: Recognize and consider the ethics of choices and actions
I considered how to use sensitive examples responsibly, ensuring I raised awareness without spreading panic or misinformation. This ethical reflection shaped how I presented the information.
Overall, this journey helped me grow in several ways:
- I learned how to communicate complex global issues in accessible ways.
- I gained confidence in public speaking, teamwork, and awareness-building.
- Most importantly, I realized that Service is not always physical action—it can also be raising awareness, educating others, and equipping communities with the tools to protect themselves.
In the future, I plan to extend this Service by organizing awareness campaigns and workshops in my school community to tackle misinformation and digital risks. My NUS experience reminded me that meaningful Service begins with curiosity, learning, and a responsibility to use knowledge for the greater good.
