If you’re talking about a spouse and two or three children, the answer to that question is likely to be fairly simple and focused. But what if you have twelve children? And thirty grandchildren?   

Where do you start? 

It may feel a little like that with IFES – a family of 163 affiliate member movements, with “founding” great grandparents and “pioneering” newborns. How do you put your finger on the pulse of this global fellowship? 

Across 180 countries and territories, the IFES family lives for Jesus in very different situations. But one way we gauge the big picture of how the whole family is faring is through our “national movement survey”.  

The IFES Ministry Strategy & Impact team then collates this data and summarises the findings in an “insights report”.  

So, how’s our family doing?  

Two thirds of our movements responded to the survey. And, regardless of national context – whether a pervasively nominal Christian culture, a secular, post-Christian society, a perilous, war-torn land, or an aggressively other-faith majority state – one thing was clear: the IFES family saw God at work.  

A number spoke about doors being opened. In the Czech Republic, “God opened new doors” with the Natural Science Faculty and, in Kosovo, God “opened doors that we had never thought of”.   

A similar openness was reported in the South Pacific (TSCF Papua New Guinea) and North America (InterVarsity/USA and IVCF Canada). Movements in the Caribbean saw “students come to Christ” (IS/IVCF Belize) and “thousands of students give their hearts to Jesus” (ISCCF St Vincent & Grenadines), and ABU Puerto Rico noted “students converted to Christ”.  

Tim Adams, IFES General Secretary, sums it up well:  

IFES movements also testified to God’s work of protection and nurture amid acutely difficult circumstances, such as persecution, political unrest, poverty, and war.  

In the Middle East and North Africa region, movements said:  

And movements in sensitive countries in East Asia shared:  

The majority of movements (61%) reported that students were in the “growing” or “maturing” stages of “taking the initiative to share the good news of Jesus Christ with those around them”.  

Almost all movements (96%) said they focused on “empowering students to witness to the good news of Jesus Christ” – evangelism remains a priority. A variety of methods were mentioned: Bible studies, the Mark Drama, Mission/Events Weeks, creative outreach (like escape rooms), camps, and the sharing of testimonies.    

Nonetheless, some movements did note progress:  

One movement mentioned a “growing awareness and desire to influence the thought life of the university through the application of Christian truth to academic study” (UCCF Great Britain) and another that the “students have been challenged to understand their studies in the light of their Christian faith and how to serve the university (not just be served by it)” (GBU Portugal).  

Nevertheless, half of the IFES family reckoned that the statements “Christian faith shapes the way students approach their studies” and “Students can dialogue relevantly and biblically around the big issues in their context” were either not evident at all or just beginning to be seen in their movements.   

For IFES Associate General Secretary Annette Arulrajah, this is an area that needs strengthening:   

The vast majority of movements (85%) reported that students were in the “growing” or “maturing” stages of “meeting regularly to study the Bible”. And almost all movements said “nurturing students towards resilient discipleship rooted in the Bible” had been a ministry focus.  

Thankfully, the majority of movements report that they are growing in whole-life commitment.  

In ABUB Brazil, regional gatherings explored the theme of joy in Philippians and were able to “deepen their spirituality in the gospel and face some big issues such as mental health and violence against women”.  

NBCBS Nepal shared:  

In one East Asian movement, a student refused to take a shortcut in her exam even though it meant she needed to extend her studies by another semester. And FOCUS Kenya mention their Hesabika initiative that’s “challenging graduates to transform society wherever they are”.  

It was heartening to see that around two-thirds of movements considered themselves in the “growing” or “maturing” stages of being “engaged with other like-minded organisations”. And almost three-quarters said that “strengthening existing partnerships with churches and like-minded organisations” was a focus area.  

MUC El Salvador has promoted collaboration with two other organisations that work with students and young people in the country: “There’s been a greater focus on working with pre-university schools, and this has allowed us access to university campuses where we didn’t have a presence before.” And SCF Mauritius say that the difficulties involved with pioneering new student groups on campuses has led them to partner with churches to offer Bible study training.  

ZAFES Zambia noted that their movement could further flourish by “undertaking various global resource programs to better understand their work and key tools, and by sending staff to learn from other movements in the region.”   

Reflecting on needs expressed across the IFES family, Tim Adams (IFES General Secretary) affirms:    

This year’s pulse has been taken. And it shows promising signs of good health. The responses in the national movement survey portray a family that’s thriving together – dependent on God, active in sharing the gospel, committed to Scripture, and connected in Christ.   

In many ways, our pulse echoes that of our early church family’s. In places, it was shining with love, faith, and hope (Colossians 1), while in others it was dulled by social inaction (James). In some areas, it was struggling to apply the gospel to its religious heritage (Galatians); elsewhere, it needed to relate citizenship, work, and domestic life to its calling (1 Peter).  

Nevertheless, it was possible to say that the church was growing (Acts 21:17-19). Sure, there were issues that needed addressing, but Christ’s presence was evident (Revelation 1-3). And with his divine power at work in them, they were urged to make every effort to grow in godliness (2 Peter 1:3-8). 

In some cultures and languages, the word “student” is reserved for a young adult at university or college. In others, it can also refer to a child or young person at school. 

Why are movements whose purpose is to reach and equip university students also ministering to school students? 

Within IFES, and elsewhere, this is often called “high school ministry”, although the use and meaning of “high school” differs from country to country – as do the ages at which young people attend it. In this blog, we’ll use it to refer to the stage of schooling that precedes university education. 

We talked to three IFES movements with a thriving high school ministry – Inter-Varsity Christian Fellowship Canada, Perkantas (Indonesia), and Student Christian Organisation of Malawi. Their reflections, along with information and observations from other movements, provide at least five good reasons for this ministry and offer useful insights into running it. 

The year was 1979. Indonesia was suffering from widespread juvenile delinquency. Fights between schools and substance abuse were common. In Surabaya, Mrs Lea Santoso, a staff worker for the local IFES movement Perkantas – formed just eight years prior – felt a deep concern for these youngsters.  

So, Lea invited a few high school students from her church to study the Bible together. Along with her husband Imam, they nurtured faith, helping them choose Christ’s way rather than the harmful options all around. 

When the students started university, they continued to follow Jesus. And they impressed others with the quality of their character and leadership. Seeing the impact that high school ministry could have, Mr and Mrs Santoso set about expanding this arm of Perkantas. Today, over 1,600 small groups operate across 40 cities. 

In Canada, Vanessa Kordupel, Director of Youth and High School Ministry in IVCF, has noticed that churches are deeply worried about her country’s “changing landscape”, with its increasingly secular and digital environment. She sees this as a pressing opportunity: “They’re an amazing generation – they just need equipping!”. 

Campus ministry to high school students isn’t solely motivated by the idea of reaching students “before university” because many of them will not go on to further study. Although the number of students in tertiary education has doubled globally in the last 20 years, countless influential young people will never go to university. High school ministry represents a chance to reach them. 

In Germany, around 30% of 20-24 years olds choose a non-tertiary vocational qualification. Since the 1960s, the local IFES movement, SMD, has been accompanying and supporting student Bible study groups (SBKs) in schools, aiming to “give God space in everyday school life”. They currently work with around 200 groups and provide resources for starting a new SBK.  

(c) SMD 

Typically, groups will read the Bible and pray together, discuss difficult questions they’re facing, stand up for justice, and pass on God’s love in practical ways. Even though some of these Christian students may not go on to experience the way in which SMD is “engaging the university”, they will have learned how to think and live in a consistently Christian way.  

(c) InterVarsity Canada 

The camps’ importance is conveyed by a story from Anne Douglas, Associate Director of Camps: 

Another good reason for reaching high schoolers is that they gain a flavour of campus ministry. As they explore big issues, engage with Scripture, and enjoy fellowship with peers, they taste the essential ingredients of an IFES university group.

Students are also the ones to plan and execute “service projects” in the school community. In one, they put positive messages on Post-it notes and stuck them around the toilet area during exam season. Student leaders might also approach a school principal to ask for permission to run a group.  

In SCOM Malawi, General Secretary Ellen Napala, observes the same kind of initiative: 

Vanessa (IVCF Canada) sees such students as “a gift” to campus staff – “from Day 1, they are excited by the vision and trained for ministry, ready to lead interactive Bible studies, hold gospel conversations, and meet challenges with courage and resilience.” 

Rabea (Perkantas Indonesia) agrees: “We believe that high school ministry forms a foundation for university ministry. Reaching students early allows for stronger discipleship and the development of godly leadership. We see many who were discipled in high school continue as spiritual leaders on campus and in local churches.” 

In Malawi, Ellen adds that SCOM has the backing of churches, the Ministry of Education, and other key figures in society because its school ministry has raised godly leaders for over 60 years: “The impact of SCOM cannot be ignored because most people who are doing well or in key positions today attribute their success to their involvement with SCOM from their high school days.” 

The benefit of an IFES movement’s high school ministry is not only felt “at home”. In many cases it reaches beyond borders. SCF Mauritius say that around half of the school leavers on their island go to study abroad, becoming “a gift” to campus staff in a sister movement. Indeed, GBUC, the French-speaking movement in Canada, as well as movements in North Africa, frequently receive international students whose involvement at high school has given them a heart for IFES ministry. 

When you visit some IFES movements’ websites, a continuous, integrated whole is immediately clear. For example, both IVCF Canada and SMD Germany have designated sections for high school students, university students, and graduates (young professionals).  

Ellen (SCOM Malawi) describes how three interconnected parts facilitate a deeper engagement with the ministry – and fuller support in following years: 

She also says that involving university students in high school ministry develops relationships so that high school students already have mentors to look to when they enter university. “It’s very unlikely that they wouldn’t join the fellowship at university – they’re already hooked!” 

Moreover, high school ministry in Malawi is largely run by SCOM graduates. They are the ones that organize most outreach activities and mobilize resources for conferences. Of this year’s 41 conferences countrywide, 40 were organized and resourced by graduates, with support from other partners. Associates also visit schools to provide encouragement, guidance, and training. Without this kind of mobilisation, it would be impossible for SCOM to reach its 350,000 high school students across 1,700 schools. 

Vanessa (IVCF Canada) also observes a resourcing and engagement that travels in the other direction. Her years of ministry have convinced her that high school students are like “cultural prophets” – they represent what’s coming to the university in four to five years’ time. She believes that staff who mainly serve on university campuses would enhance their ministry by giving 5-10 hours a term to high school ministry.  

With at least these five good reasons for high school ministry, IFES is aiming to better connect movements that are running it (around 60) and those who are looking to start.  

In June, more than 50 high school ministry staff from seven movements in the East Asia region joined an online webinar called “Bridging the Gaps – Understanding and Discipling the High Schoolers”. Staff from CEF Taiwan and IVCF Philippines shared specific challenges and opportunities they’ve encountered in reaching this generation (“let them lead, let them explore, even if it feels messy or slow!”). 

Globally, the IFES leadership recently welcomed proposals for a high school ministry working group, a community for sharing ideas, and a resource library. The diversity of experiences and contexts across a truly international fellowship will allow for a rich exchange of best practice. 

Sometimes, sharing of expertise even comes full circle. Vanessa (IVCF Canada) mentioned how helpful it was to speak with staff from Jamaica at IFES World Assembly in 2023. The school work there was pioneered by a Canadian staff worker, Cathy Nicoll in 1948. She helped start groups in six schools, leading to the formation of the Inter School Christian Fellowship (ISCF), a branch of what is now SCF/SU Jamaica. This legacy spread across the Caribbean. Today, many movements carry the “IS/IVCF” label – Inter-School and Inter-Varsity Christian Fellowship. 

“It was amazing to hear what they’re doing – and encouraging to think that as a movement we can now learn from them!”, Vanessa says. 

(c) Students Christian Fellowship & Scripture Union 

Each movement, of course, ministers in its own context. The stories above illustrate how IFES movements’ high school ministry has usually been a wise and strategic response to local need or opportunity. In some countries, it’s not always necessary or appropriate to start groups in schools since other organisations are present. But fruitful partnerships can be explored. 

One way or another, this age group can benefit from the student-led, outward-focused, biblically engaging, leader-raising ministry that IFES offers. And since high school students are more globally connected and aware than ever, the “no time to waste” reason feels particularly pertinent: 

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In western societies, this distinctive demographic has been thoroughly analysed. And Christian ministries – including IFES movements like InterVarsity USA – have tailored their outreach and discipleship accordingly. Later this year, UCCF Great Britain will launch a new version of Uncover Luke that’s aimed at appealing to this generation’s longing for beauty and transcendence. 

However, the vast majority of Gen Z students do not live in the west. In her talk “Equipping Gen Z for Missional Living”, Denise Margaret Thompson notes that a quarter of Gen Zers live in South Asia, with India’s cohort nearly three times that of all of Europe’s.  

In response to this, IFES has been eagerly exploring whether trends associated with Gen Z are apparent across our global fellowship. If they are, huge potential exists for collaborative ministry and mission among Gen Z students.  

So, last year, Peter Dray (formerly Director of Creative Evangelism at UCCF Great Britain) was commissioned to investigate. Through in-depth interviews and focus groups he’s spoken to Gen Z students and staff in national movements from four IFES world regions.  

In this blog, he reflects on his field notes and identifies four global Gen Z characteristics that are significant for life and faith. 

On my travels, it felt like smartphones were everywhere, and especially on university campuses!  

Gen Z spends a huge amount of time online – communicating, watching videos, and handling everyday tasks on their phones – perhaps all at the same time. Some Singaporean students proudly told me how they were now experts in multi-tasking! 

Many people I talked to hate phone calls or long texts, preferring to communicate using short messages, GIFs, and stickers. This leads Gen Zers to communicate informally, even with older people or those in authority – a sign of their preference for flatter organisational structures that can hold leaders to account.  

Socialising habits are changing too. Gen Zers prioritise time by themselves, even in countries with a historically communitarian mindset. They find waiting difficult, leading them to spur-of-the-moment decisions with a short-term focus. One student told me he’d rather buy single sachets of hot chocolate than a whole jar. He knew it cost more overall but preferred that it was less upfront! 

Many also felt overwhelmed by the complexity of digital life. Being ‘always on’ takes a toll. One student, who generally appreciates digital tech, said that, for Gen Z, life requires constant effort, with little mental downtime. He said that Christians could never afford to reduce their level of vigilance – meaning not only the temptations above but also the tug towards hours of endless scrolling. 

In some places, exposure to people from other cultures is prompting Gen Zers to question deep-rooted assumptions. In Kenya, for example, those who have built relationships with those beyond their tribes find that tribal identity is less important to them than it is to their parents. Many have never learned their tribal language; some only use their English names. This sense of having ‘more in common’ is driving young Kenyans to unite in political activism, most notably in the so-called ‘Gen Z protests’ against the government in July 2024. 

In some lower-income countries, the greater awareness brought about by digital technologies has exaggerated the generational gap. “Our parents knew a lot about a little,” one Gen Z student told me, “but we know a little about a lot.” Some expressed frustration that their parents (and churches) couldn’t handle questions they had from content they’d seen online. The danger of blindly accepting answers offered by search engines, AI, or influencers was apparent. 

In Ireland, I met a Gen Z volunteer whose experience illustrates how his cultural awareness has grown due to global mobility. He grew up in a homogeneous area and had no cross-cultural training. Yet at university, he met people from a range of nations and backgrounds. On one occasion, he met waiters from Sudan, greeting them with some Arabic phrases he’d picked up. He then impressed them with facts he’d learned about Sudan (including that it has more pyramids than Egypt!). This cultural awareness created an instant connection, opening doors for meaningful conversation. 

Despite greater general awareness, it would be misleading to suggest that cross-cultural engagement is common. In many countries, students still mostly hang out with others from their own ethnic background. Students who’ve made friends beyond their ethnic group have often been challenged to do so or seen it modelled by others – very often by staff from local IFES movements.

For Generation Z, the timing of the COVID-19 pandemic was particularly significant. As lockdowns swept the globe, most Gen Zers were in their teens – a vital stage in their development.  

Lockdowns magnified and sped up the cultural trends described above. Families or individuals who didn’t have smartphones obtained them for the first time, while those who already had them spent much more time online. Around the world, many Gen Zers clearly felt incredibly lonely and without purpose, with only the internet for company. Once again, this appears to have been most acutely experienced in lower-income countries, especially among those who had recently moved to the city and felt uprooted from their traditional support networks. 

In Timor-Leste, the local staff who translated my interviews were shocked to discover how central this topic was in their students’ thinking. In some cases, Gen Zers’ familiarity with mental struggles and their experience of human vulnerability seems to have weakened their resilience.  

In Singapore, local staff noted that lockdowns had impaired students’ social skills, with fewer students feeling comfortable to meet or talk with an outside speaker before a meeting. Staff also noticed that students seem less confident in their own opinions – for example group leaders might send out online surveys to members to get reassurance on even small decisions. 

Although many Christian students I talked to are actively sharing their faith, they often lack confidence. That can be related to the gospel itself (especially when faced with the new questions asked by friends) or their ability to explain it well. 

In every country, Gen Zers told me that their generation is more willing to change their beliefs than their parents were. In places where Christians have been the majority, Gen Z is now exposed to a range of new beliefs and voices. Questions about the compatibility of science and Christianity, for example, are being more widely expressed among Gen Zers in Kenya than ever before. They consider their parents’ ignorance to this issue both frustrating and naïve.  

People I interviewed in every country also talked about the challenges Christians face around gender and sexuality. In many countries – including lower-income countries – new age spiritualities (like ‘manifesting’) are becoming popular. Christian Gen Zers are particularly vulnerable to new intellectual and personal doubts. 

This openness to reconsider beliefs is also noticeable among those outside the church.  

In my own country, the United Kingdom – and in other countries across Europe and North America – surveys indicate that Gen Z is interested in spirituality and religion. The challenge is that Gen Zers are not just open to Christianity or to Jesus – they’re open to almost everything, often exploring multiple paths at the same time.  

So, let’s explore how we can work together, seeking God’s wisdom, as we reimagine this task for a generation that’s digitally immersed, globally connected, pandemic-affected, and spiritually open. 

It’s an assertion we all feel deeply today. We see the damaging effects of cruel dictators, greedy politicians, corrupt officials – and wayward pastors.  

But it’s always been true. Proud Egypt needed a Joseph, faithless Israel needed a Deborah, and God-defying Babylon needed a Daniel. And God delivered. He shaped a household slave, a prophetess, and an international student into leaders of vision, compassion, justice, courage, and integrity. 

Thankfully, God is still calling and shaping leaders today – and IFES is grateful to be part of that work. Through our national movements, regional programs, and global initiatives, students are being formed into leaders of influence. Our vision statement says:   

In this blog, we hear directly from a student in Asia, a pastor in Latin America, and a lawyer in Africa. They tell us how their involvement in IFES has shaped them as leaders – for the university, the church, and society. 

Back in 2020, when COVID kept us all restricted to Zoom calls, I joined FOCUS – the Fellowship of Christian University Students in Sri Lanka. After two years, I found myself being invited to join around 20 other students from across the island on the National Student Executive (NSE), our student leadership body. 

Having grown up in a church focused on discipleship and reaching the unreached, my foundation in leadership was already laid. However, the student movement pushed me further, challenging me to study God’s Word more deeply – not just for personal growth, but for its impact on the world around me. 

As leaders, we were encouraged to think critically about the issues we saw, both on campus and in wider society. And, most importantly, we explored how the gospel related to those issues. This required us to slow down, pause, and reflect – an increasingly rare habit in today’s fast-paced world. And one I struggled with as well!  

In 2022, amid Sri Lanka’s economic crisis, a FOCUS initiative called “Word and the World” gave us the chance to visit poverty-stricken areas across the island, with teams spending several days in local communities. It was an eye-opening experience. It revealed the urgent needs within our own land, and it was a place where our education and the needs of the people met – a place where dreams were born and hearts were changed.  

FOCUS fellowship groups on campus have also organized programs to address key student issues. University-wide discussions have been turned into action, and we’ve been given the opportunity to lead some of those sessions. As we served in predominantly unbelieving environments, we learned to respect all people as we created spaces where we could navigate difficult questions of life together. 

Our student movement operates in three languages (Sinhala, Tamil, and English), which can make communication challenging – yet also enriching! This experience taught me patience, mindfulness, and the importance of listening attentively to those who might not share my language preference. That often meant I needed to talk less! Speaking in someone’s heart language was not just about what was being said but about affirming the person and identifying with them. As a team, we slowly realized that each of us had a vital role to play and that we needed each other as we united to work towards a common goal.  

In 2023, I had the opportunity to participate in IFES World Assembly. I was deeply encouraged to hear people share their testimonies – it was amazing to see what God is doing across the world!  

Members of the NSE met regularly for prayer, but it wasn’t until the end of our tenure that we realized those moments were some of the most significant. We saw how God answered those prayers, doing far more than we had asked, and it reminded us that God builds his kingdom and brings everything together in his time. We are simply called to be faithful to him, trusting him for the outcome, knowing that even the smallest act holds significance in his kingdom. 

Through my years of service in IFES, I’ve had the special privilege of learning aspects of ministry that I consider to be crucial for my church-based role today.  

It begins with the centrality of the Word. It must be heard, read, and understood so that it feeds our devotion and love for God and shapes the way we live – both individually and communally.  

I also learned in IFES that it’s the Word that transforms – both by prophetic denunciation in the world and by impacting individuals and the structures around us. I seek to lead by proclaiming a holistic gospel of salvation. It needs to both touch the person and promote the welfare of the vulnerable and those on the margins in our cities and nations today. In a world of “building walls”, IFES has taught me to cross borders and confront barriers so that I can learn from my brothers and sisters in diverse cultures and contexts.  

A global community like IFES, with its identity, values, and ethos of mission, taught me to be more humble – something that’s helped me work better with others in teams. In our church, we work with people of all ages from different cultures and social backgrounds with varied levels of education. My previous ministry experience has prepared me for this. I’m able to be a little more attentive to the contribution that each person in the body of Christ can bring. The gifts of the Holy Spirit are distributed abundantly and generously to all! 

I also believe that, by God’s grace, IFES has formed in me a pastoral heart. As a leader, I seek to listen to and welcome each person when they come to Christ. 

Listen to Ricardo on this Voices of IFES podcast: 

I gave my life to Christ in my high school years. Although I went to church and fellowshipped with my family, I never really connected with my spirituality at a deeper level until 2015, when I joined the Christian Union (CU) at Moi University School of Law. 

I found a welcoming community of believers comprised of fellow students who not only shared similar beliefs but also offered a place of belonging and unity in Christ. It gave me the opportunity to connect with my faith. I began to more deeply engage with Scripture and see its relevance to our daily lives. I served the student fraternity and community around campus.  

I also discovered that the Fellowship of Christian Unions – FOCUS Kenya – was providing immense support to student-led CUs across Kenya.  

FOCUS Kenya provided Bible study guides and supported our campus group with the help of a staff worker. For me, it was not just about studying the Word of God and fellowshipping on campus. We had the opportunity to put our faith into action.  

We held door-to-door evangelism among campus students and in the surrounding community. We organized missions to various parts of Kenya. We took part in social advocacy campaigns, volunteered for activities, organized food drives for the needy every semester, and attended national conferences organized by FOCUS.  

It was these leadership opportunities that were pivotal for my growth.  

I began by leading small groups. Then, in 2018, I was privileged to lead our campus CU as the Chairperson and was subsequently asked to chair FOCUS Kenya’s National Student Executive Committee. A fond lesson and memory from these various leadership opportunities was listening – to the students, to fellow committee members, to campus management, to FOCUS Kenya, to mentors and mentees, and ultimately to God – and seeking to align all views to honour God’s will.  

I even received the opportunity to serve students on a global scale when I was elected as Student Representative on the IFES Board for 2019-2023. At the same time, I was part of IFES English- and Portuguese-Speaking Africa Regional Support team. I joined at a time when COVID-19 had disrupted everything we knew as normal. I appreciated the diversity of IFES – with all the different backgrounds, cultures, professions, and ministry experiences feeding into our deliberations and decision-making.  

I can therefore testify that my campus CU, FOCUS Kenya, and IFES not only helped nourish my spiritual walk with Christ but also formed me into an upright Christian, capable of representing Christ and witnessing to him in the marketplace.  

Today, as a practising Advocate, my faith and affiliation to IFES is something I’m proud of sharing with others at work. I’m an active member of my church and I continue to participate in activities of FOCUS Kenya as an Associate (graduate supporter).  

I’m incredibly grateful for this and feel encouraged that the lives of students are continuing to be transformed. 

Naomi, Ricardo, and Margaret – on different continents, in varied contexts – have been shaped as leaders by local and global expressions of IFES. While each is unique, what emerges are six distinctive dimensions that are common to all: 

Rooted in the Word. Deep, thoughtful exploration of Scripture in their student years enabled them to see themselves, their peers, and the world through God’s eyes.   

Attentive to the world. But their Bible studies were not pietistic. All three speak of how they were encouraged to listen and engage with the needs of those around them – to see how the Word applied to the world. 

Committed to action. And that engagement was not theoretical – whether through the compassion of “Word and the World” in Sri Lanka, the passion of countrywide missions in Kenya, or the courage of “prophetic denunciation” in Latin America, these three leaders have made a practical difference.   

God is still delivering leaders of vision, compassion, justice, courage, and integrity. The legacy of Joseph, Deborah, and Daniel lives on in Naomi, Ricardo, and Margaret – and countless others who God is shaping today as leaders for tomorrow. 

Here are 4 ways you can get involved right now: 

Despite some bright spots, the last 12 months may have left us feeling apprehensive due to wars, disputed elections, or negative newsfeeds. We’re living in a world beleaguered by division, polarisation, isolationism, and dysfunctional governance. The spirit of international cooperation and interdependence witnessed during the 2020 pandemic has quickly faded. What hope can we see for fostering unity? 

As Christians, we see Christ: he is our hope. Through his life, death, resurrection, and ascension, we are given a different vision for our divided world: 

Nations scattered by pride are reunified through Christ’s Spirit (Genesis 11, Acts 2). People separated by status, culture, and ethnicity are united in Christ (Galatians 3:27-28, Ephesians 2:11-22). Individuals are joined to Christ in humble dependence (John 15:1-17) and serve together with radical interdependence (1 Corinthians 12). 

But what should this grand theology look like in daily practice? 

The International Fellowship of Evangelical Students (IFES) is in its very essence an expression of that world-transforming vision, uniting over 160 national ministries in a shared mission: “to work together to form a movement of students sharing and living out the good news of Jesus Christ in every country of the world”. 

But among this ever-growing family of movements, the need to help each other build capacity and renew ministry is also vital. How can a newly established movement learn from the veteran movements in its region? And how can a 100-year-old movement learn from those that have just begun? 

Through cross-cultural relationships, international networks, regional conferences, and global training programs, IFES is fostering such partnerships. In fact, the four words that comprise IFES show us why we can be hopeful for global collaboration in the coming year.  

But he points out that such international connections also take place every year – through IFES regional events.

Given this diversity, he says that regional events that bring students and staff together for worship, fellowship, teaching, and training are rich times of learning about each other. In every IFES region, when national movements gather, the program invariably includes a cultural night when participants can share food, dancing, songs, and traditions from their own countries. 

Such interactions are particularly powerful when participants come from countries in conflict with one another and meet each other for the first time. For example, in late August, student leaders from movements in the Middle East and North Africa (MENA) region will join together for training and fellowship. 

Global collaboration through international relationships also underpins the core IFES leadership team. The responsibility for developing and sharing IFES priorities and resources across the globe is shared by IFES General Secretary Tim Adams (from the UK) with Annette Arulrajah from Malaysia, David Bahena from Mexico, George Ogalo from Kenya, and Olena Welch from Ukraine (see their roles here). 

Here’s the “I” of IFES: from global leadership to regional staff and student leaders, IFES brings together – and holds together – people from different nations.   

Annette Arulrajah (IFES Associate General Secretary for Global Fellowship) was impressed by her visit to the Caribbean last year, where she participated in an IFES Caribbean (CARIFES) retreat for national movement board members and the inaugural CARIFES Academy camp, a regional training program for staff and students: 

She was also delighted to see the global collaboration expressed by TSCF New Zealand when it reached out to movements in the South Pacific region with an invitation to its November staff training. Around 20 participants from Australia, Fiji, Guam, Papua New Guinea, the Solomon Islands, and Tonga joined with TSCF staff. One day, Jonathan from PSFC Fiji was given the opportunity to teach others how to worship in Fijian – a vivid example of what Annette calls the “enabling and enriching” of IFES fellowship.  

Over the years, Annette has also witnessed cooperation among movements in East Asia, particularly in pioneering new movements. She notes that it took time and effort to build a sense of ownership across the region. But the fostered fellowship led to graduates from well-established movements – in countries like Indonesia, Malaysia, Singapore, South Korea, and Japan – going to help pioneer work in Cambodia, Mongolia, Timor-Leste, and other (sensitive) countries.  

Last year’s IFES Global Giving Day was another truly international expression of such fellowship. Students, staff, and supporters from 80 countries and territories gave over $50,000 to help plant new movements and groups across the world.  

For Kehinde – with years of expertise in raising support – the amount of participation on the day is just as important as the amount of money raised. “I’d rather see nine small gifts come in than just one big one,” he says with a smile. Last year, he was touched by the giving of students, staff, and supporters in UGBB Burkina Faso. Giving what they could out of their poverty, he likens this act to the generosity of the Macedonian churches commended by the Apostle Paul in 2 Corinthians 8. 

The “F” of IFES means that every movement is committed to looking out for each other.   

Set within a biblical framework of foundational beliefs, this gospel unites us across political divides, national boundaries, cultural differences, and church denominations. Indeed, Kehinde stresses that the “beautiful” interactions he described earlier flow from what unites us: our worship of Jesus. 

In his work with national movements, Kehinde is realistic about linguistic and cultural barriers: “You ignore them at your peril – a lot of sensitivity is needed!”. But he has witnessed how encountering Christ through Scripture helps build bridges and forge connections.  

Over recent years, IFES has facilitated cross-cultural networks that promote engagement with Scripture and shared insightful resources from across the fellowship.  

Global collaboration is also promoted through prayer. By humbly worshipping God, seeking his strength and guidance, and interceding for each other’s ministries and contexts, we are more deeply bound together. 

Launched last year, the IFES monthly prayer meeting enables students, staff, and supporters from any country to pray together. Annette explains:  

“While IFES national movements have always prayed for each other, we’ve never really had a means of regularly coming together face-to-face. But the experience of recent years has shown us that online gatherings can meet that need.” 

Since its inception, numbers attending have steadily increased. “It shows me that there’s a real hunger for feeling connected to the wider world,” Annette adds. 

The prayer meeting will be held every first Thursday of each month through 2025. But in January, a special “Global Prayer Day” is scheduled to pray for the year ahead (see below).  

In fact, Annette says the diverse personalities and cultures represented in their leadership team are united by their common passion: to empower students (and the staff who support them) in local contexts. 

This year, Global Resource Ministry (GRM) teams will continue to facilitate exchanges of experience and expertise from movements across IFES. Through a team of mentors and a hub of resources, they promote collaboration and innovation on a range of needs. 

In recent years, under the GRM umbrella of Engaging the University, the Logos and Cosmos Initiative (LCI) has enabled academics and students in Francophone Africa and Latin America to collaborate on science-and-faith projects. Ever since Lisman Komaladi (IFES Regional Secretary for East Asia) heard about the initiative, he’s hoped that a similar initiative could be run in his region – an excitement shared by Prarthini Selveindran (FES Singapore). 

In 2025, thanks to a generous grant from ECLAS, made available through Singapore Bible College, their vision is becoming a reality. This month, IFES East Asia are holding an Open House, marking the launch of LCI @EA. Lisman shares how this example of global collaboration can empower students: 

Building on the experiences of LCI, their initiative will retain the three core components of equipping, mentoring, and projects. But they plan to adapt specifics for their context, including a broader scope for “science” and a greater involvement of undergraduate students in the leading of projects.     

Whether it’s relating faith to study in this way or ministering to international students, supporting graduates, developing governance, or pioneering new groups, the GRM teams and networks represent what are now widely known as communities of practice. It means that national movements – whether 10 or 100 years old – can learn from each other and better serve their students. And it follows that today’s students, cooperating and collaborating with each other, are better equipped to play leading roles in society, churches, and the international community. 

Seeing all these opportunities and initiatives, we can feel hopeful for global collaboration in 2025 – at least for the part we can play. In a world of nationalism, isolationism, polarisation, and dictatorships, we can live a different story: one of unity in Christ. 

It’s not merely a creedal unity. It’s experienced and strengthened through practice. By being an active part of IFES – whether as a student, staff, or supporter, whether locally, nationally, or globally – you can foster unity in a divided world.  

With international connections, the fellowship of partnering together, an evangelical unity fed by Scripture and prayer, and a clear commitment to God’s work among students, we can champion collaboration in polarised times. Together, we can be ambassadors of hope. 

Kehinde sums it up well: 

Some countries religiously celebrate it, some have ruthlessly monetized it, and others happily ignore it. In fact, the question may not be easy to answer because the word “Christmas” has become so broadly used, evoking various associations.

Would you want Christmas music and lights and trees and food everywhere all the time? Probably not.

But at this time of year, as we variously celebrate “Christmas”, one element of the Christmas story is surely worth wanting everywhere all the time: the sharing of good news.

In Luke’s Gospel we’re told that the angel of the Lord proclaims good news of a Saviour’s birth to the shepherds (2:10-12). The shepherds verify the event and go and “spread the word” (2:17). Then, in the temple courts, the “righteous and devout” Simeon announces in his public prayer “a light for revelation to the Gentiles” (2:29-32), and the prophet Anna explains more to those gathered (2:38).

Similarly, over the last year – in all kinds of places and in various ways – students in IFES movements have been proclaiming, announcing, explaining, and spreading the word. In this Conexión blog, we’ll tell you how.

As you read, take heart that Christ’s coming has been spoken of “everywhere all the time” (below are just a few examples). May these snapshots of evangelism inspire you and your spiritual community to keep spreading the word in 2025.

How can you reach a whole campus?

Each year, students in various IFES movements organise high-profile, week-long series of events and talks at their universities.

In the last week of June, GHAFES Ghana partnered with several other local ministries and IFES Europe for “a focused, intentional, creative, and intensive period of public evangelism” at the University of Mines and Technology in Tarkwa.

Some days later, when the team followed up with Michael, he shared his good news: “I have decided to follow Jesus”.

How can you tell the good news story in a culturally engaging way?

Earlier this year, we shared how IFES InterAction staff Silas Walter created an Easter Escape Room:

“Five students are locked in a kitchen. To get out, they must solve a riddle. They can see remnants of a dinner party – the table is cluttered with half-drunk glasses of wine and leftovers of bread. But who were the guests? What happened? And why has no-one returned to clear up?” (read more)

How can you create a space for unhurried consideration of the gospel?

Weekends away or week-long camps are a key opportunity for ministry in many IFES movements – not only for believers but also for seeking students. It provides a place for them to experience Christ’s community and his call.

In August, Crossroads (Armenia) took 50+ high school, college, and university students away to the beautiful setting of Dilijan for four days of team games, worship, Bible studies, small groups, and prayer.

Both students are now avidly attending weekly Crossroads Bible studies.

How can you grab people’s attention?

Showing how the gospel addresses real, contemporary issues is essential. At the start of their academic year, an InterVarsity group in Fresno created an open-air stand all about labels.

How can you introduce a new generation to the good news?

In the Caribbean, many IFES national movements include ministry to high school students. It’s a crucial point at which to reach the younger generation before they face the pressures of their university years.

How can you offer the Word with tangible impact?

In June, a team of nine students and three staff from FCS Mongolia took a two-week trip to Tsagaan Nuur sum in the country’s most northern province.

How can you spread the digital word?

How can you meet people where they are?

At the start of the year, GBUCI groups in Côte d’Ivoire visited various locations where Africa’s Cup of Nations (AFCON) matches were being played.

The GBUCI students engaged with visiting football fans by offering AFCON-coloured make-up and free mouth-watering snacks. They joined the celebrations and shared about the greatest victory of all: Christ’s sacrifice for sin on the cross.

How can you tell the whole story in 90 minutes?

The Mark Drama uses theatre-in-the-round to create a joyful yet hard-hitting performance of the gospel. By the end of 90 minutes, the audience has seen every incident and heard almost every word of Jesus as recorded by Mark.

All you need is 15 willing volunteers who learn the content over 6 weeks.

Over the last 10 years, various IFES movements have effectively used this tool. This year, it’s been hosted by BCSU in Bulgaria, ABU Ribeirão Preto at the University of São Paulo’s medical school, and Swansea CU (UCCF Great Britain), where “vibrant performances” were shared with over 100 students.

Over the last year, the Word has been spread around the world – proclaimed, announced, explained, performed, posted, and embodied. It’s been presented in different ways in different contexts, amid different opportunities and different needs. But the gospel has remained the same: 

That’s a life-giving word that’s worth spreading everywhere, all the time. You can never have too much Christmas!

In this Conexión blog, we’re considering the case for student-led ministry.  

It’s a core value of IFES: “We are a ministry of students reaching students and we believe in students taking the initiative in all aspects of witness to the university.” But why take the risk? Why put “amateurs” in charge? 

When reading through the Gospels, you might ask the same questions of Jesus. Matthew has barely left his tax collector’s desk (Matthew 9), when Jesus sends him and other spiritual rookies to help confront evil and heal sickness among the “harassed and helpless” (Matthew 10). Yet Jesus’s risky trust in his ‘students’ yields clear rewards – for the helpless and the helpers. 

By looking at that passage in the light of past and present IFES ministry, we can see six compelling reasons for championing student initiative. 

The trigger for Jesus sending out his students was not their need for spiritual growth. This mission was not designed as a ‘discipleship program’. Primarily, it expressed Jesus’s loving response to a vast need (Matthew 9:35-38). 

Of course, the disciples did learn much (see below). But here we find an important caveat for all that follows: Jesus entrusts his followers with ministry because of the “plentiful harvest” – and the need for “workers” to gather it in. Through his disciples, the multitudes could be touched.  

The need has not changed. In fact, over the last ten years, the number of students enrolled in higher education worldwide has skyrocketed.

Today, it stands at around 250 million – a vast harvest field.  

To gather in the plentiful harvest, Jesus told his students to spend time in the field. When they entered a town, they were to stay in people’s homes (Matthew 10:11). We’re not told how long the whole mission lasted – it certainly wasn’t the typical 3-5 years that higher education takes. However, the principle remains: they spent time among the “lost sheep”, chatting in their homes, eating around their tables, winning their trust and witnessing their needs. 

In the same way, university students who are disciples of Jesus are best placed to reach students who are lost, “harassed and helpless”. For they are already in the harvest field, chatting with them on campus, sharing meals together, and encountering their needs.  

This is why staff in IFES and staff workers in its national movements encourage and equip students to do the harvesting. 

Consequently, some campuses now have students running Bible study groups in several dorms. 

Jesus’s first disciples saw him heal the sick, raise the dead, cleanse those with leprosy, and drive out demons (Matthew 8-9). They saw God at work through Jesus. Then, Jesus gave them authority to do exactly the same (10:8) – and they experienced God work through them. Luke tells us how thrilling this was for Jesus’ students (Luke 10:17). 

For more than 75 years, this has been the experience of students in IFES movements. The prospect of leading an outreach event, prayer time, or campus Bible study can feel deeply daunting. Yet, when the time comes, it is often a thrilling opportunity to see God at work.

Like Samuel in Canada, before Jesus’ students could experience God at work through them, they needed to step out in faith. They needed to depend on God not only to use them but also to meet their needs (10:9). And their mission was to be a precursor to future times when they’d need to rely on the Holy Spirit to give them the right words to say (10:20).  

By leading his GBU group in Vila Real (Portugal), Wirlley learned exactly that. He’d been praying for an opportunity to serve the university. One day, while they were discussing how the closure of a campus bus stop was negatively impacting the student community, they realised how they could serve: by mobilising a petition. With the help of others, Wirlley and his GBU group gathered over 1,700 signatures. The bus stop was reopened.  

Discipleship is apprenticeship – it’s about learning on the job. Nowhere is that clearer than in Mathew 10. As students of Jesus, the disciples had shadowed their “master” at work. Now it was time for them to become practitioners – to go and ‘do’, offering healing, life, restoration, and liberation (10:8). They were to learn ministry by ministering. 

When Natalie launched a fellowship group in her faculty at the University of Panama, she faced numerous challenges. But with support from peers and her national movement (CEC), as well as last year’s faith-building trip to IFES World Assembly, she has been continuing to practise her faith. In recent months, Natalie has been learning more about the ministry of prayer – by ministering:  

Finally, as “the twelve” practised the ministry of Jesus, dependent on the Father, open to the Spirit’s work, these “disciples” (10:1) became “apostles” (10:2). They were turning into future pioneers and leaders for the church.   

Serving God in student-led ministry has been the seedbed out of which many godly and influential leaders have grown – for the church and society.  

Around the world, many students have been shaped for prominent roles in society by encountering Christ and learning to serve God through their national movement. In chapter five of Shining Like Stars, Lindsay Brown illustrates this with testimonies, like those of Fanny Bejarano who secured a senior judiciary role in Argentina and Procel DaSilva Armando who gained an influential government role in Guinea-Bissau. 

It can often be in the ‘small things’, like organising student prayer meetings, that student initiative becomes a gateway to discovering gifts and calling. In a recent podcast, Isabelle Veldhuizen shares how her humble experience in a small group in GBU France led to her involvement with IFES Europe and her participation in the Global Leadership Initiative.  

Entrusting students with ministry feels risky: Albert, Patrice, Dieudonné, and Venance heading up the river; Wirlley standing before the university administration; Natalie guiding her whole class in prayer; Samuel leading his first Bible study with peers; Amelia stepping back as staff so that more students could step up.  

 Through its national movements, regional initiatives, and global ministries, IFES seeks to empower students – with fellowship, training, and resources – so that the harvest can be gathered in. 

It’s true that various international initiatives have become increasingly popular in recent years, such as Thy Kingdom Come, The International Day of Prayer for the Persecuted Church, and our own IFES World Student Day. But it’s nothing new. 

The vision for global prayer has been around for centuries. Old Testament prophets spoke of it (Isaiah 56:6-7), Jesus got visibly emotional about it (Mark 11:15-17), and the apostles tasted it (Acts 2:5-21).  

In this blog, we’ll glimpse Jesus’s zeal for global prayer. We’ll explore how IFES World Student Day is one event that’s mobilising worldwide intercession.

And we’ll see how that’s part of a wider commitment and invitation to pray together for God’s work in the world’s universities – locally, nationally, and globally. 

To say that Jesus cared about global prayer is an understatement. He was zealous for it. 

Do you remember that day – one of the few occasions in the Gospels when Jesus gets angry? He was so riled by the trade in the temple courts that he overturned the merchants’ tables and benches (Matthew 21:12). He cleared them out, even driving out their business assets with a whip (John 2:15)! 

Jesus wasn’t only upset that worship had been turned into a money-making enterprise. He was troubled that their religious activities were thwarting God’s intention for all nations to pray, side by side (see also Numbers 15:14-16). 

Indeed, it was this kind of international worship that Jesus’ sacrificial death would secure (Revelation 7:9-10). No wonder he was zealous for it. 

This is surely one reason why IFES World Student Day feels so exciting, holy, and significant – it is an earthly reflection of the great multitude in heaven “from every nation, tribe, people, and language, standing before the throne and before the Lamb.” (Revelation 7:9). 

Every October, students, IFES global and national staff, supporters, ministries, and churches are invited to pray for the needs of students and their witness on campus.  

But, praying for “the world” can be daunting. So, in the weeks before, IFES students and staff submit concrete requests which are turned into Prayer Cards (published online).  

This wave of global prayer involved over 25,000 people across more than 160 countries – a wide array of nations, tribes, peoples, and languages, standing before God’s throne.  

On 18 October 2024 this mobilisation of global prayer will return.

This year’s theme for World Student Day is “sanctuary” – flowing from Psalm 46. It’s a recognition of today’s acute need for refuge and peace around the world.   

All are welcome to join in this exciting expression of worldwide prayer (sign up here). Prayer Cards are ready. Various resources are available, including maps, social media graphics, videos, and a five-day devotional guide. Thousands are preparing to be still and pray that students in all the earth know God.  

Anecdotes of zealous, globally-minded prayer fill the first chapters of Pete Lowman’s book The Day of His Power: A History of International Fellowship of Evangelical Students from its Beginnings up to 1988. Of the early days for evangelical student ministry in the USA, it reads: “Prayer meetings continued; students began to commit themselves to the foreign field” (p.13). While in 1940s China, “new [student] converts, who felt a strong desire for prayer and Bible study, began to hold their own meetings… There were signs of a deep work of the Holy Spirit: some students were converted, many yielded their lives for consecration, and several answered the call to Christian ministry” (p.123). 

It’s therefore unsurprising that the ten national movements which founded IFES in 1947 covenanted to “work and pray to see a clear evangelical witness established in every university in the world”. Today’s vision remains unchanged. At its very core, IFES is a ministry of global prayer. 

Kehinde Ojo, Director for Indigenous Support Development, is keenly aware of the vast global harvest – and the need to pray for workers to reap it: 

“For many years now, I’ve reflected on Jesus’s words in Matthew 9:35-38 (NKJV): ‘The harvest truly is plentiful, but the labourers are few. Therefore pray the Lord of the harvest to send out labourers into His harvest.’” 

“This passage is so applicable to student ministry – the situation with the multitudes is replicated in universities and colleges all over the world! Many students are like ‘sheep without a shepherd’. I find it compelling that Jesus requested prayer as a way of addressing the need.” 

Complementing intercession at the global level is a plethora of prayer initiatives in IFES regions and within national movements. Since 2020, the IFES Caribbean team have been mobilising prayer through 40 Days of Prayer – a focused period of inviting supporters to intercede for each of their region’s national movements by using prayer points and joining weekly online meetings. At the national level, larger movements often publish resources to fuel prayer for their ministries – such as KGK’s Prayer Assignment in Japan, UCCF’s Focus in Great Britain, or ABUB’s Intercessor in Brazil – while other movements email prayer letters or post prayer requests on social media channels, like UJC Chad. 

The question is whether our conversation, lament, and praise are infused with God’s global vision.  

Like the money changers in the temple, will we turn inwards and focus on taking care of our own “business”? Or will we face outwards and share Christ’s zeal for a kind of prayer that blesses the nations? 

It’s not a gimmick. Let’s pursue God’s heart. Let’s choose global prayer.  

Scrolling news feeds, streaming TV shows, and shopping online are probably an integral part of your life. Through subconscious adaptations and conscious choices, you are part of the digital age. 

But what does Christ think about the adaptations and choices we make?

And how can student ministry thrive in this “new world”? 

These are vital questions. Today’s students are not just digital natives but also social media natives. 

In a recent survey of IFES national movements, a third said digital ministry is a focus area. Yet almost two-thirds of all respondents said they require support in it. 

So, how has digital engagement across IFES evolved and how can we fully utilise new technologies?

What support can we offer each other so that university students are reached and equipped in this digital age?  

With the emergence of social media, Facebook pages were created, later followed by Instagram accounts. Some movements, like Perkantas Indonesia, are now present on TikTok. And earlier this year IFES launched its own WhatsApp channel. 

But the evolving use of technology for presence and engagement has been far from uniform.  

Many movements in Africa prefer to post on a Facebook page rather than maintain a website. This perhaps reflects not just the extra cost and work involved in websites but also that today’s students are less interested in them.  

Moreover, movements in Latin America, like CECE Ecuador, tend to have higher engagement on Instagram than Facebook. And a recent poll on the IFES WhatsApp channel indicated that it has fewer subscribers from Eurasia, where Telegram is more popular. 

This cautions us against any one-size-fits-all approach. It should encourage movements to think strategically about developing their presence on platforms that are most relevant in their context. 

Beyond ministry presence, forms of student ministry have also evolved into digital formats. 

Take something as simple as recordings of inspirational talks at IFES conferences. They’ve made their way from being locked in the limited reach of a cassette tape to being ubiquitously available on Voices of IFES podcasts and the IFES YouTube channel.

The IFES Logos and Cosmos Initiative (LCI) in Latin America and Francophone Africa uses Moodle for assignments, projects, and feedback as well as Zoom for monthly and quarterly seminars and workshops. 

In a global fellowship this is invaluable. Digital technology enables students and staff from different countries around the world to meet, learn, and share together in a way that would not be otherwise possible.

The Scripture Engagement team conducts online calls with their “multipliers” four times a year, with 17 participants from 16 countries across nine IFES regions.  

Nevertheless, we might agree with Ricardo Borges, Secretary for Scripture Engagement, when he wonders, “I’m not sure if I can call it ‘digital ministry’”. 

The adoption of digital tools to simply do what we were already doing might better be described as e-ministry. Just like mail became “e-mail” and courses turned into “e-courses”, online meetings are essentially “e-meetings” and YouTube talks “e-talks”.  

But shouldn’t digital ministry be more?

How can the opportunities afforded by digital technology shape what we’re doing – or enable us to do something we weren’t? 

 It turns out that a recent experiment with the e-learning course “Foundations of Scripture Engagement” is a good example of how the medium can shape content. The team ran two trial courses with very different groups – LCI participants from eight countries across Francophone Africa and FES Singapore staff. 

The innovation was that participants were able to adapt and supplement the course content and adjust its length. Ricardo notes that “it was positive to see how they could utilise the flexibility of the e-learning program to shape a course that better fitted their context.” 

In recent years, InterVarsity Canada (IVCF) have been considering the transition from ministry to e-ministry and the need to affirm and develop digital student ministry. Sanjana Daniel, IVCF Digital Ministry Specialist, explains: 

For Sanjana, “digital discipleship” is essential. She is passionate about helping students treat life online as part of our whole-life experience and discipleship, rather than as a disembodied other part. In this way, IVCF students consider deeper issues of identity, worth, relationships, and discourse. They are challenged to embrace a thoughtful approach – neither demonizing tech nor being consumed by it. She says this is making them more hopeful: 

To support students in their engagement with digital technology, IVCF have curated a collection of online resources. 

Maéva Frair, Senior Media Producer at IFES, is also enthusiastic about utilising digital media to shape content that appeals to social natives. In recent years, she has been developing Reels for IFES on Instagram.

She sees their immediate value and strategic potential: 

Whether it’s ministry presence, tools, discipleship, or outreach, what we see is that good digital ministry involves creative and thoughtful exploitation of technology.

It moves beyond a passive, unthinking use – beyond an “e-ministry” approach – to an active utilisation that meets specific needs and opens up new opportunities. 

The boundary between use and utilisation can be fluid – as shown by the Scripture Engagement team’s experience with their e-learning course. What matters is the intention to leverage technology to enhance ministry. 

The proactive utilisation of technology also requires an overarching methodology and coordinated strategy.  

Over the next few years, the DIGITAL243 project (243 after Proverbs 24:3) will be working with movements and ministries across IFES. It will help connect needs and provide expertise so that digital opportunities can be leveraged.

John Bagg, who heads up the project, says it represents a shift in thinking:

The five and a half billion internet users will soon be six. If the gospel is to reach natives of all places, then we must reach and equip natives of digital spaces.

That will require conscious choices – a thoughtful and prayerful utilisation of technology rather than subconscious adjustments or negative knee-jerk reactions.  

As you discern your own needs, context, and opportunities, Roja Mathew Jacob, Digital Engagement Specialist at IFES, reminds us of the ultimate goal: 

The joy of worshipping with hundreds of other believers. The excitement of sensing God’s presence and hearing him speak. The buzz of meeting and sharing with fellow Christians.  

The sensations you feel at a Christian conference – they can’t last. Because, in the end, we must go home. We still worship with other believers, sense God’s presence, and share with others. But that spiritual high was momentary. 

So, what’s the value of those few days together? Is the large Christian conference a quick shot to boost us until the next fix, or can it have lasting impact? Indeed, such important questions have been asked about the worth of leadership conferences, missions conferences, inter-church gatherings, and even academic conferences.  

In this Conexión blog, we investigate the ongoing influence of last year’s IFES World Assembly.

By listening to feedback and testimonies from attenders, we’ll consider six ways in which the conference has impacted them, well beyond its momentary high.  

In many ways, the conference content offered promising prospects for the momentary high to have lasting impact. The theme centred on remaining resilient and the whole program was marked by a deep honesty that was far from “a transient bubble of glory-story hype”. 

However, the feeling of being touched, inspired, or encouraged is just that – a feeling. So, we reached out to participants to see if their feelings had translated into practice. What impact had they observed over the last twelve months? 

For many participants, their view expanded as they heard first-hand of the sacrificial suffering and defiant faith of fellow students and staff in hostile contexts. 

Frida, a board member of Credo Sweden, recalls, “One of the things that touched me most during the World Assembly was meeting people from sensitive countries, those who were willing to risk their own safety to bring students to Christ.”  

Mae, a supporter from ISCF Grenada, agrees: “I was tremendously impacted by the stories of our brothers and sisters in countries where publicly acknowledging that you’re a follower of Jesus is often a death warrant. What moved me was their declaration that they would not have it any other way.” 

Natalie, a student leader in CEC Panama, was inspired by a session called The University: What Will We Do There. She reflects: “It was filled with practical tips that have helped me engage with my university – like asking intentional questions to my classmates to find out their thoughts on God and the Bible. Asking questions and listening more has opened the door for me to share my testimony about Jesus.” 

In these six ways (at least), World Assembly influenced not only heads and hearts in August 2023, but also lives and ministries in the twelve months since. Therefore, the results of a recent survey of IFES national movements are not surprising: when asked “What were some ways that the IFES Fellowship helped you and your movement to thrive in 2023?”, more than 40 movements named World Assembly. 

Some – like GBEU Switzerland and GBEEG Guinea – focused solely on World Assembly. But the majority noted it as part of a wider array of support. GBECA Angola mentioned it alongside digital resources, governance training, and regular email communication. UCU Columbia valued it in conjunction with training in graduate ministry and scripture engagement. 

So, as many nations prepare to gather in South Korea for the fourth Lausanne Congress in September, as many IFES movements plan national and regional conferences for the year ahead, we can be hopeful. By God’s grace, the joy, excitement, and buzz that will be momentarily enjoyed can have lasting impact for God’s kingdom.