When I was a university advisor, I joined my students on their class trips almost every year. Traveling together outside the classroom gave us an opportunity to understand one another better. Along the way, students discovered that their professor also enjoyed cycling adventures and would sing songs from their generation with them on the tour bus. I first used these experiences to bridge the distance between teacher and students, then drew on my age and experience to share some life lessons.

Two cohorts, for example, traveled to Penghu. On both trips, I brought my son along and paid out of pocket to add a few extra dishes and drinks to the group meals. When the students became curious about seeing their professor as a father, I used the opportunity to talk about the responsibilities of parenthood. I also spoke to them about the importance of saving, insurance, and investing in themselves. Above all, I emphasized that saving is the foundation of financial well-being: no matter how much you earn, if your spending consistently exceeds your income, it will be difficult to build the life you want.

After graduation, some students told me that these lessons had not resonated with them at the time. It was only after entering the workforce that they truly understood what I had been trying to convey, but it is the responsibility and mission of a teacher to impart sound values. Since joining TABF, I have been fortunate to work with many outstanding instructors and colleagues. In addition to providing professional training for institutional clients, we have extended our efforts to universities, partnering with schools to offer practice-oriented courses. This year, I visited President Wang Wei of Feng Chia University and President Hui-Mi Hsu of National Dong Hwa University, and was deeply impressed by their leadership, sense of mission, and enthusiasm for working together. Our strengths are highly complementary: university faculty provide academic knowledge and theory, while our instructors bring practical industry insights.

In fact, a growing number of educators are using experiential learning to build students’ financial literacy. National Dong Hwa University was the first university in Taiwan to establish a campus credit union, while faculty and students at Feng Chia University are currently putting the concept into practice. While introduced with the guidance of faculty, campus credit unions are centered on student members. Students purchase shares when they join and can continue accumulating them over time. Officers are democratically elected, while hands-on participation reinforces the importance of saving.

Members can also borrow from the credit union. Lending is primarily unsecured, enabled by the familiarity loan committee members have with the borrowers. If a student encounters an unexpected difficulty, for example, a loan could provide financial support. The shared relationships and values among members also encourage borrowers to repay their loans and continue building their savings through additional shares.

This common bond among members is fundamental to how a credit union operates: only those who share the bond can become members. Under Taiwan’s Credit Union Act, a common bond includes people who work for the same company, factory, or occupational organization; belong to the same association, religious organization, or indigenous group; or live in the same township.

These interpersonal ties enable credit unions to provide inclusive financial services that complement those of commercial banks. Similar models can also be found in many forms of local financial services. This issue’s cover story examines how local financial institutions in Taiwan and abroad leverage deep relationships with their communities to put financial inclusion into practice.

This month’s special report also takes an in-depth look at TABF’s innovative talent development and job-matching initiatives. TABF is extending talent development into universities, helping more students understand the diverse opportunities and talent needs of the financial services industry. As the industry continues to grow and demand for skilled professionals intensifies, meanwhile, we are also working with financial institutions to identify new ways to attract and retain talent. Ultimately, whether advancing financial inclusion or developing future talent, meaningful change begins by bringing knowledge into practice, empowering communities to build a stronger collective financial future.