Humans of Korea

Tag: learning

What Does It Mean to Be a Student in Daechi-dong?

Juyeon is a Grade 11 student living in Daechi-dong, an area widely known for its concentration of private academies. She has lived her entire life in Korea and has attended only Korean public schools, while spending most of her evenings and weekends at hagwons preparing for major exams. As a humanities track student, she feels strong pressure to perform well academically, since university name plays a major role in future opportunities. Her daily routine reflects the reality of many Korean students growing up in an exam focused education system shaped by competition, financial gaps, and social expectations. Through her experience, Juyeon offers insight into student life inside one of Korea’s most academically intense environments.

What does a typical weekday look like for you as a student in Daechi-dong?

Juyeon: On weekdays, I wake up early for school and spend the whole day in classes. As soon as school ends, I head straight to academies. I attend different hagwons for Korean, English, and social studies, and I usually get home close to midnight. Even after that, I feel pressure to review what I studied or plan the next day. There is barely any time to rest, and studying shapes almost everything in my daily life.

How does studying in Daechi-dong affect the way you see school and learning?

Juyeon: Being in Daechi-dong makes learning feel competitive all the time. You are surrounded by students who study longer hours or attend more academies, so it is hard not to compare yourself. Sometimes learning feels less about interest and more about surviving the system. I still enjoy certain subjects, but the focus on scores and rankings makes it difficult to fully enjoy learning.

What do you think about the exam and academy centered study culture in Korea?

Juyeon: I think this culture pushes students to work extremely hard, but it also creates constant pressure. Studying becomes something you have to do rather than something you want to do. While the system can produce strong academic results, it does not leave much space for students to rest, explore interests, or think about who they are outside of grades. I believe education should support growth in more balanced ways, not just prepare students for exams.

Juyeon’s story reflects the reality of student life in Daechi-dong, where long study hours, competition, and expectations shape everyday routines. Her experience shows how Korean students balance public school, private academies, and social pressure in an environment where academic performance carries heavy weight. At the same time, her reflections reveal the emotional strain of growing up in an exam centered system. Through her perspective, we gain a clearer understanding of how education and culture shape student life in Korea, and how young people continue to search for direction while studying under constant pressure.

October 29, 2025
How International Learning Shaped Siyoon Kim’s Pharmacy Dream

In today’s increasingly interconnected world, many students grow up navigating multiple cultures, languages, and educational systems. Siyoon Kim is one such student. Now a Grade 12 student at Branksome Hall Asia, she has spent her entire academic life in international schools, developing a global outlook shaped by diverse experiences both inside and outside the classroom. With a clear ambition to pursue pharmacy in university, she is preparing to enter a field that blends scientific inquiry with real-world impact. Her journey shows how international education and cross-cultural exposure can build adaptability, independence, and a deeper understanding of the world. As Siyoon looks ahead to her future studies and career, she represents a generation of students ready to learn, connect, and contribute across borders.

Could you please introduce yourself? What are your future plans after graduation?

Siyoon: My name is Siyoon Kim, and I am currently a Grade 12 student at Branksome Hall Asia. I hope to major in pharmacy at university because I have always been interested in the scientific and practical aspects of medicine. After completing my undergraduate studies, my plan is to continue on to graduate school and eventually take the national pharmacist licensure exam. My long-term goal is to become a licensed pharmacist and contribute to improving people’s health through safe and effective medication management.

What are some advantages and challenges of having been educated in an international system, particularly the IB?

Siyoon: One major advantage of the international and IB education system is the global perspective it offers. I was exposed to diverse cultures, ideas, and ways of thinking from a young age, which helped me become more open-minded and comfortable communicating in English. The IB curriculum also emphasizes critical thinking, research skills, and independent learning, which I believe will help me adapt well to university-level academics. However, there are also challenges. Assessment in the IB often depends heavily on teacher interpretation and subjective grading, which sometimes makes it difficult to understand exactly what is expected. Additionally, IB classes and exams tend to be long and intensive, requiring strong time management and endurance. While challenging, these experiences ultimately pushed me to become more disciplined and resilient.

Since your mother works as a flight attendant, I heard you’ve also traveled to many countries while accompanying her. Is there any experience from those trips, something surprising, eye-opening, or culturally different, that left a strong impression on you or made you realize how their lifestyle differs from ours?

Siyoon: Traveling with my mother gave me many meaningful experiences. One memorable place was Brisbane, in Queensland, Australia, where my aunt lives. It’s a rural area, and I was surprised by how beautiful and untouched the natural environment was. Seeing such open landscapes and wildlife made me realize how differently people live in countries with vast natural spaces compared to Korea. Another impression came from Barcelona, a city known for its unique architecture. Walking through the city, I was amazed by the artistic buildings and cultural atmosphere. However, I also noticed lifestyle differences– especially in food. Many meals were centered around hamburgers, pizza, fish and chips, and other Western dishes, and I found some seafood pastas with unfamiliar ingredients quite surprising. Even the structures of residential buildings felt completely different from what I was used to in Korea. These experiences helped me understand how lifestyle, environment, and culture shape daily living in different parts of the world.

Siyoon’s reflections reveal how international education and global travel can shape a student’s identity far beyond academics. Through the IB curriculum, she learned to think critically, work independently, and navigate demanding assessments with resilience. Through her travels, she encountered different lifestyles, landscapes, and cultures that broadened her understanding of how people live around the world. Together, these experiences helped her develop openness, adaptability, and the confidence to pursue her goals with clarity. Her story demonstrates that growing up between systems and cultures is not merely about exposure—it is about learning to see differences as opportunities for insight and connection. As she moves forward toward her future studies in pharmacy, she carries with her a worldview shaped by curiosity and a readiness to contribute meaningfully in an increasingly global society.

October 8, 2025
The Pressure and Promise of the CSAT

Daeun is a senior in Korea who recently took the 2026 CSAT (수능). She has lived her whole life in Korea and attended only Korean public schools. As a 문과 (humanities) student, her university choice is extremely important, shaping both her academic path and future opportunities. Her experience reflects the pressures of Korean public school life, where success is often measured by test scores and admission to top universities. Daeun’s story gives insight into student life in Korea, the role of societal expectations in shaping educational paths, and how young people make decisions about their futures in a highly competitive environment.

Can you describe how you felt while preparing for the 2026 CSAT and on the day of the exam?

Daeun: Preparing for the CSAT was exhausting but also intense in a way that taught me a lot about discipline and time management. I had to balance school classes, private academy sessions, and self-study, which sometimes felt overwhelming. On the day of the exam, I felt a mix of nervousness, anticipation, and relief because all the preparation led up to that moment. Even after finishing, there was still a lingering pressure to achieve a high score, since it plays such a big role in university admissions and in how society views success.

What were some of the biggest challenges you faced as a humanities student in Korea’s education system?

Daeun: One of the hardest things was feeling like the university name defined my entire future. For humanities students, especially, there is so much emphasis on entering a top school, and it often feels like our worth is measured by that. I also noticed how money can affect opportunities. Some students can afford extra academies or tutoring, which makes competition even more stressful. In addition, keeping up with both schoolwork and preparing for the CSAT while managing stress and sleep felt like a constant balancing act.

Have you thought about retaking the exam or exploring other options to improve your chances for university?

Daeun: Yes, it’s something I’ve seriously considered. A lot of students who want a more prestigious university think about retaking the CSAT. For me, I have to weigh the stress, time, and cost against the potential benefits. Being a humanities student, where top university names really matter, makes this decision even more difficult. I also had to think about whether I want to follow society’s expectations or find a path that feels right for me personally.

This is our school in spring!

How do societal and cultural pressures in Korea affect students’ experiences and choices?

Daeun: It’s hard not to feel the pressure. In Korea, there is a strong cultural focus on academic achievement, and many people equate success with getting into a top university. This can make school life stressful because grades and exam scores are often prioritized over learning, creativity, or personal interests. At the same time, I’ve seen how this pressure motivates some students to work incredibly hard, but it can also lead to burnout or self-doubt. It made me realize how different education systems can shape the way students experience growing up.

Looking back, what lessons or perspectives have you gained from preparing for the CSAT and experiencing student life in Korea?

Daeun: I’ve realized that education is about more than just exams. Learning to manage stress, seek support from friends and family, and reflect on what matters to me personally has been just as important as studying. I’ve also understood that there are many ways to measure success and that following only what society expects doesn’t always lead to fulfillment. Even in a competitive system, moments like discussing ideas with classmates or sharing tips with friends reminded me that student life also includes learning from each other and building connections, not just focusing on the test.

Daeun’s experience highlights the real experiences of student life in Korea, where education, culture, and societal expectations are tightly linked. For humanities students, the university name carries significant weight, shaping both personal and academic decisions. Her story reflects the pressures of preparing for the CSAT, balancing schoolwork, and making choices under a highly competitive system. At the same time, it shows that growth comes from learning to manage stress, reflect on personal goals, and value connections with peers. Daeun’s perspective offers a glimpse into how culture and education shape students’ lives and the ways young people adapt and make choices in modern Korean society.

October 1, 2025
‘A Library That Listens’ Ms Lim’s Vision for Korea’s Youth

Ms. Lim is the librarian at Daoom English Library, a community space designed to serve local elementary, middle, and high school students. The library provides a welcoming environment much like a neighborhood study room, offering a wide collection of English books, multimedia resources, and diverse programs for students seeking to strengthen their English skills or pursue their dreams through the language. Established by Daoom Church as a way to serve the community, the library has grown into a place of shared learning and joy for both students and volunteers alike. Ms. Lim plays a central role in organizing these programs, including the Newspaper in Education (NIE) sessions where volunteers from Lectio, including Kaiden and me, guide young students through interactive English activities. Through her dedication and care, Ms. Lim helps bridge language gaps and nurtures a space where curiosity and community come together.

Daoom English Library welcomes students from different backgrounds and learning levels. How do you see cultural diversity influencing the way children learn and interact here?

Ms. Lim: I think the diversity here helps students learn not only English but also about each other. Some children are more confident, while others are still shy with the language, but they naturally help one another. When they share ideas or stories from school or home, it creates a very open and kind atmosphere. It is not just studying; it is learning to understand different people. In Korean public schools, students usually focus more on grammar or exams, so they do not have much chance to speak freely. Because the world is becoming more globalized, I think spaces like Daoom are important for helping students build confidence in real communication.

What do you think makes the NIE program helpful or special for the kids who come here?

Ms. Lim: The NIE program connects English with real topics from newspapers. Instead of just memorizing words, the students think and talk about what is happening around them. It makes English feel more alive and useful. I can see their confidence growing as they express their thoughts in simple English sentences. Many Korean students learn English mainly through textbooks, so they often feel nervous using it in daily life. Here, they realize that English can be a tool for sharing their opinions, which fits the world they are growing into.

How is ur experience with the ovlunteers from different schools? How did they help with the library?

Ms. Lim: The volunteers bring a lot of energy and creativity. They make the lessons fun and help students feel more comfortable speaking. I also think the younger kids look up to them because they see that studying English can be enjoyable, not stressful. The volunteers also help organize activities and prepare materials, which really supports our small team here. Many volunteers also share stories from their own schools, showing students that English is used in many different ways. This kind of exposure helps children see English not as a test subject, but as a bridge to the wider world.

This is a photo of our volunteers!

Daoom feels like more than just a library; it’s like a community space. What do you think makes this place different for students?

Ms. Lim: Daoom is a warm and welcoming space. We want it to feel like a second home where students can relax, read, and learn freely. There is no pressure here, only encouragement. I think that is what makes it special. Many of our students stay after class to talk or read more, which shows that they feel safe and cared for here. In most schools, there is little time to explore English naturally, but here they can take their time. Because English is becoming more essential in global society, I hope this space helps students gain confidence step by step.

This is a picture of one of the worksheets our volunteers bring!

Ms. Lim’s interview shows how education can connect people from different cultures and experiences. At Daoom, learning English is not about getting every answer right but about gaining confidence and communicating with others. She reminds us that as Korea becomes more globalized, students need more opportunities to practice English in open and encouraging environments. Unlike the strict, exam-focused atmosphere in many schools, Daoom helps children discover that English can be part of daily life and friendships. Through Ms. Lim’s guidance, students learn that language is not just a subject but a tool to connect and grow together. Daoom represents how learning and community can come together through care and understanding.

September 22, 2025
What It’s Really Like at a Foreign Language High School in Korea?

Alice Kim is a senior at Gwacheon Foreign Language High School in Korea, and before that, she attended Branksome Hall Asia in Jeju for 3 years.

Can you introduce yourself?

Alice: Hello, my name is Alice Kim, and I’m a senior at Gwacheon Foreign Language High School. Before that, I attended Branksome Hall Asia, which is one of the international schools in Jeju with an IB curriculum.

As you have experience in an international school and a Foreign Language High school in Korea, would you please share some differences in school life?

Alice: First of all, attending an international school provided a wealth of activities and diverse experiences. There were numerous after-school activities, and sports-related experiences and physical education were important subjects, so it felt like being good at sports was crucial. There was also a lot of communication with teachers and group activities, so there were a lot of things to do together. There were also a lot of field trips, a bit like university. On the other hand, foreign language high schools rarely had field trips and seemed to have less interaction with teachers. Furthermore, since most students worked on their own projects, there were no group activities and the variety of activities was somewhat limited.

What differences have you personally felt in your studies between these two schools?

Alice: International schools definitely felt like they demanded a wide range of skills. Rather than memorizing, I felt like I needed to start from within and showcase who I am. This increased self-reflection helped me identify areas where I needed to improve. Furthermore, assessments weren’t limited to a set period of time; they were conducted consistently throughout the year. Furthermore, there were numerous presentations where students had to share their thoughts. In contrast, foreign language high schools seemed to prioritize doing well on exams. Rather than focusing on individual strengths or interests, the study schedule was clearly defined, based on textbooks and workbooks. Because the assessment was based on a single exam, there seemed to be little time for self-reflection. Furthermore, memorization and mastery of the school’s prescribed subjects seemed to be paramount.

How would you compare and contrast the two types of schools based on the experiences above?

Alice: I think international schools offer more to do. While I’m expected to think independently, foreign language high schools don’t require me to express my own thoughts beyond diligently solving workbooks and reading textbooks. Coming to foreign language high schools was a bit challenging because, unlike international schools, my own opinions weren’t allowed to enter the equation. If I diligently read and practiced a lot, my grades improved. However, there were some things at international schools that I couldn’t achieve no matter how hard I tried, so I often wondered if I could do it. However, there were far more opportunities to interact with people than at foreign language high schools, which really helped my conversational skills. However, foreign language high schools focused more on theory than memorizing grammar and content from books.

Alice’s journey across two very different educational systems highlights the ways in which school environments can shape not only academic habits, but also personal growth and perspectives. At Branksome Hall Asia, the international school’s emphasis on self-reflection, presentations, and diverse activities encouraged her to develop independence and confidence in expressing her ideas. In contrast, Gwacheon Foreign Language High School demanded discipline, focus, and mastery of structured academic content, leaving little room for individual voice but sharpening her ability to work rigorously toward clear goals. Together, these experiences have given Alice a unique vantage point: she understands both the freedom and challenges of inquiry-based learning and the precision and intensity of exam-centered study. Her reflections remind us that education is not one-size-fits-all, and by navigating both systems, she has gained resilience and adaptability that will serve her well beyond the classroom.

September 8, 2025
“I’m Better Than Them” Standing Tall Against Racism

In today’s 21st-century global society, an increasing number of young students are growing up with diverse cultural experiences from an early age. Sua Park is one such student. Born and raised in Korea, she has followed an international education pathway since kindergarten, allowing her to develop a global mindset while staying rooted in her home country.

This is a photo of Sua, when she lived in Canada.

Could you please introduce yourself? What are your future plans after graduation?

Sua: My name is Sua Pak, and I’m currently a senior at Branksome Hall Asia. After graduation, I plan to move to the United States and major in graphic design. My goal is to gain experience in the industry, hopefully working in a company to build my career. I’m particularly interested in branding and may specialize in that area. Eventually, I hope to start my own business in the creative field.

Although you were raised in Korea, you attended international schools from kindergarten onward and followed a global curriculum. What are some advantages and challenges of having been educated in an international system, particularly the IB?

Sua: Since I’ve never experienced the Korean national curriculum directly, I can’t fully compare the two. But from what I know, international curricula like IB give students more space to explore topics independently and take initiative in learning. In contrast, the Korean system seems more rigid and structured—almost like working in a machine. I think that difference also reflects deeper cultural values, like tradition and emotional restraint. Because I’ve been learning in this independent way for a long time, I’ve developed stronger problem-solving skills than many of my peers, and I’ve been able to improve my English naturally without needing separate language study. That said, being in Korea while following an international curriculum can be tricky. Many Korean students still go to after-school academies (hakwons), which is a big part of student life here. Since I don’t attend hakwons, I’ve had to work two to three times harder on my own to keep up—which can be physically and mentally exhausting.

You lived in Canada for a short time—did you ever experience any culture shock or moments that stood out to you while you were there?

Sua: Outside of school, I didn’t feel much culture shock because I was usually with adults. But in school, I did face racism. Even though I was in the same class as an older Korean friend and I studied hard, both white and Black students made fun of me. One time, I brought a packed lunch with Yubu Sushi (Cone Sushi), and they teased me about the vinegar smell. And I could easily figure out that their stereotypical thoughts were exactly from the famous TV show that they watched at that time, which was very ridiculous. But honestly, I have a pretty tough mindset. I told myself, “I’m better than them,” and just moved on. That kind of mental control really helped me not to let it affect me too much.

Sua’s story highlights the quiet strength it takes to grow up between systems, cultures, and expectations. From learning to rely on herself without the extra support many of her peers receive, to facing moments of cultural bias abroad, she has developed a resilient mindset grounded in self-belief. Her journey shows that global education is not just about speaking English or attending international schools, it’s about learning to adapt, to think independently, and to find confidence in who you are. As she looks ahead to a future in design and entrepreneurship, Sua reminds us that individuality shaped by cross-cultural experience is not only powerful, it’s essential in an increasingly connected world.

August 25, 2025