We are delighted to continue our CAS Trip Leader spotlight series! These individuals bring the CAS Trips mission to life, not only through their operational expertise but also by sharing their unique backgrounds, knowledge, and passion for experiential learning. Today, we’re introducing one of our Athens-based Trip Leaders—Alexandros Mourelatos.
When you take history out of the classroom and into the real world, it comes alive.
Alex has a background in hospitality, and in addition to spending much of his childhood in France, he also has experience studying and working in Switzerland before returning to his homeland of Greece. He always knew he wanted to work with people, and after spending the pandemic feeling unfulfilled in various jobs, he followed in his mother’s footsteps—who is a tour director—and found his calling as a Trip Leader. Now in his second year of guiding students through Athens, Alexandros is passionate about bringing Greek history and culture to life for students in engaging, unexpected ways.
Thanks for joining us, Alex! So, let’s dive right in. What inspired you to become a Trip Leader?
I always knew I was a people person, but for years, I struggled to find work that truly made me happy. I studied hospitality and management, spent a couple of years after my studies in Switzerland, and took on various jobs—but nothing felt quite right. My mother works as a tour director, and although, at first, I was a bit hesitant because I wanted to forge my own path, I also had a feeling that that kind of work would suit me. I wanted to do something that had meaning, and leading trips for a company like CAS Trips seemed like the perfect fit.
It also gave me a chance to sort out the somewhat complicated relationship I had with Greek history growing up. I was interested in history and mythology, but I struggled with the way it was taught in school—it felt like endless memorization, and I didn’t see my place in it. Now, as a Trip Leader, I get to rediscover Greek history through a fresh lens and help students engage with it in a way that feels exciting and relevant.
I see a lot of myself in the students.
How do you make Greek history engaging for students, especially those who may not be interested at first?
I see a lot of myself in the students. Many of them aren’t initially drawn to history because they associate it with memorizing dates or textbook learning. But when you take history out of the classroom and into the real world, it comes alive.
Mythology is a great entry point—it’s everywhere in pop culture, from movies to books, so students already have some knowledge. I love challenging their preconceptions and showing them the layers of history they might not have considered. One of my teachable moments comes when we are in the tourist-filled souvenir shops of Athens, and the students inevitably notice the abundance of phallic-shaped artifacts.
It always confuses them at first, but then I explain how these are linked to Dionysus and the satyrs who worshipped him, connecting it back to the real rituals and celebrations of ancient Greece. What starts with a laugh turns into a history lesson, and it’s a good way to catch students off guard with some surprising knowledge.
What has it been like working with young people, especially coming from a background of working with adults?
Honestly, I’ve found that I connect with teenagers really well, maybe because I still carry a strong sense of playfulness and have a very youthful energy. They are usually eager to interact, and I do my best to make sure everyone feels at ease.
That said, I also try to challenge them and expand their worldview. Many of the students come from privileged backgrounds, and their impression of the world around them is shaped by that. Despite the fact that they have access to all the knowledge in the world through technology, they often remain largely unaware of deeper societal issues. One of my roles is to gently guide them toward those realizations in a way that makes them think without overwhelming them.
You have the chance to bring lots of impactful Service Learning into your trips, including working with NGOs. Can you tell us more about that?
Well, the past year was a pilot, and we’ve been refining the itinerary for the upcoming months. One of our service activities involves visiting an NGO that works with homeless communities. Last year, students prepared care packages, but they didn’t have direct interactions with the people receiving them. This year, we’re taking it a step further—we’re launching experiences that address immigration, homelessness, and social issues head-on.
We’ll be doing a walking tour led by a migrant, allowing students to hear firsthand stories and perspectives. My job is to prepare them for these experiences, helping them approach sensitive topics with an open mind. I don’t give my personal opinions—I just facilitate discussions and let them engage with the realities they’re seeing. It’s challenging, but it’s also one of the most rewarding aspects of the job.
You also take students to a sea turtle rescue center. What is that experience like?
Yes! South of Athens, there’s a shelter that protects and rehabilitates sea turtles—one of the key conservation centers in Europe for these animals. Students always love this activity because it ties directly into environmental sustainability and the UN Sustainable Development Goals. It’s a chance for them to connect with an issue that feels immediate and hopeful, rather than overwhelming. They get to learn about these beautiful creatures, their near-extinction, and what conservation efforts look like in action.
There’s a Greek saying: “A healthy mind comes along with a healthy body.”
Folk dancing is another unique element of your trips. How does that fit into the experience?
I’m passionate about movement and fitness—there’s a Greek saying: “A healthy mind comes along with a healthy body.” So I make sure my groups experience Greek culture through movement, too. Folk dancing is a fantastic way for students to bond, let loose, and immerse themselves in local traditions. It’s one of my favorite moments on the trip because even the most reserved students end up laughing and joining in.
Of course, there’s a lot of walking involved in our trips as well—some students aren’t used to it, and I’ve had a few complaints about the distance we cover! But walking is an essential part of experiencing Athens properly. I always remind them that even with my own knee problems, I manage—so they can too!
If one or two students walk away inspired to make a difference, that’s already a step toward a better world.
How do you see the future of educational travel?
I think CAS Trips is shaping the future in a meaningful way by focusing on direct exposure to important global issues. Travel should be about more than just sightseeing—it should challenge students to think critically and engage with the world in new ways.
Not every student will take the experience and immediately change their perspective or actions. Maybe eight out of ten will continue on without much thought. But if one or two of them walk away inspired to make a difference, that’s already a step toward a better world. And that’s why I do this work.
A huge thank you to Alexandros for sharing his insights! His enthusiasm and thoughtful approach help bring the Athens experience to life for CAS Trips students. Stay tuned for more stories from our incredible Trip Leaders around the world.
