Managing Director

SOSO Enterprise

Hong Kong | Asia

Hi! I guess I’m a perpetual kindergartener who asks why and what if just a little too much… My curiosity runs through everyday physics and mechanics, psychology and human behaviour, and the big questions about meaning. My ADD brain doesn’t really stop…

As a kid and a youth in school, I was tagged lazy, careless and disruptive, something to be managed. Every September I tried to will a fresh start, and by week three I was back in the same loop. Without real chances to find my own worth, I internalised doubt and shame and externalized being “different” as a mask.  

Starting a family and raising two very different children into young adults has helped me see myself and others with more acceptance and appreciation.

For almost forty years I carried a teenager’s spirit. I wanted to break away, be independent, and light fires under whatever felt wrong.

Now I want to grow into a steadier maturity that can hold life’s tensions and bring a little more hope and peace to me and the people around me.

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Kit Tso designs programs that help schools move from siloed subjects toward connected, real-world learning. His multi-tier model includes discovery workshops, Saturday modules, and intensive camps that scaffold skills across years. The work spans two strands. One is integrated STEM/Maker, combining robotics, digital design and 3D printing, and hands-on “engineering” projects. The other is experiential value education, where students engage with lived scenarios, reflect together, and practice choices that build character and social-emotional skills.

Working with school and community partners, Kit focuses on transferable skills, from problem-solving and spatial reasoning to collaboration, empathy, and reflective thinking. He draws on research-informed approaches in systems thinking, thinking routines, and social-emotional learning to align classroom practice with values and student wellbeing.

Across both strands, the design is practical and teacher-friendly. Clear outcomes, simple materials where possible, and repeatable facilitation moves help teams implement changes that fit local contexts. The goal is the same in each setting: learning that feels real, builds capability, and invites students to become thoughtful, capable people in their communities.