In this blog post, I will summarise my reflections based on my academic efforts, school activities and volunteering experiences during high school, as well as my academic and career plans for university.

Writing about my academic experiences and reflections

Overcoming Test Anxiety in My Own Way
Since starting high school, I have gradually clarified my career path through my school studies. Although I lacked much motivation for studying when I first started, I discovered during my first year that learning could actually be enjoyable through various subjects I encountered. I was particularly fascinated by basic sciences such as chemistry and physics, as well as technical subjects involving a lot of practical work; these two fields subsequently instilled in me an interest and passion for both basic and applied sciences.
Of course, my grades weren’t excellent from the start. Finding a subject interesting in class was different from performing well in actual exams, and the activities I enjoyed were practical tasks such as physics and chemistry experiments or soldering to build model cars. However, I realised that because exams are different in format from practical work, separate preparation was necessary.
I used to get so nervous during exams that I would spend too much time on a single question, resulting in me not finishing all the questions and having to hand in a partial answer. To address this habit of getting nervous before exams and my learning style of preferring practical work over theory, I began making efforts in various ways. As I had set my sights on mechanical engineering early on, had a clear interest in specific subjects, and was also interested in energy engineering, I decided that I needed to manage my school grades—which are crucial for university admission—in a systematic manner.
I believed that the learning processes of theory, exams, practical work and assignments each required a different approach to problem-solving. I frequently reminded myself that whilst exams assess theoretical understanding, practical work—which engages the five senses—requires a different approach, even when dealing with the same content. Therefore, when taking exams, I tried to solve problems as if recalling the progress I made during practical work, so as not to get too bogged down in a single question and lose track of my time allocation. Through this shift in approach, I was able to reduce exam anxiety and improve my grades by solving problems as if I were carrying out a practical exercise.

Writing about major school activities and reflections

A sense of achievement through level-based supplementary learning
Level-based supplementary learning for advanced classes was a significant system I experienced whilst at secondary school. It was a system that provided advanced classes tailored to different levels within the school itself, outside of regular lessons, enabling in-depth study without the need for separate private tuition. This programme was divided into LA and LB classes, structured to allow for advanced study in core subjects (Korean, Mathematics, Foreign Languages, Social Studies and Science).
All students strove to join the advanced classes, and those who did not qualify were required to engage in self-directed study during those periods. I was placed in the LB class for Korean, Mathematics and Foreign Languages, and in the LA class for Science. Being part of an advanced class gave me a sense of pride and motivation to study, and it served as a driving force to keep me studying consistently so as not to be dropped from the class. I was particularly interested in science, so I was able to maintain my place in the top class by scoring over 90 marks in both mid-term and final exams.
On the other hand, my marks in Korean, Maths and Foreign Languages were often in the high 70s or 80s, meaning I frequently remained in the LB class. As there were few opportunities to change classes during the term, I set myself the goal of not only managing my grades but also raising my level within the advanced class. With the aim of taking all subjects in Class A by the second term of my second year of high school, I devised a strategy starting from the summer holidays.
Specifically, I combined pre-reading of the textbooks with EBS online lectures, and continued watching the lectures during break times even after the term began. I analysed the question types from the previous term’s regular exams and organised the characteristics of the question types and answer options in a mistake notebook for repeated study. Furthermore, to reduce nerves on exam day, I got into the habit of arriving at school earlier than usual and reviewing my mistake notebook during breaks. To avoid getting too caught up in the ups and downs of exam results, I immersed myself in preparing for the next exam as soon as I got home.
As a result, in the second-term mid-term exams, I scored over 90 marks in Korean and Mathematics, achieving my goal of entering the LA class. Unfortunately, I scored 85 marks in Foreign Languages and remained in Class B, but the sense of achievement from these two subjects brought me great joy. In this way, the level-based supplementary classes boosted my enthusiasm for learning and served as a motivation to achieve my goals, making it the most meaningful endeavour of my school years.

Writing about examples of consideration, sharing and cooperation, and my reflections

Cooperating with the local community through rural activities.
During my time at secondary school, I was active in the 4H rural volunteer service club. 4H is a youth organisation dedicated to improving rural life, primarily through volunteer work on farmland. This activity not only provided the joy of working together with my peers but also helped me realise the importance of cooperating with and sharing with the local community.
At first, I was assigned to weed a greenhouse farm near the school. I went thinking it would be an easy task, but when I actually tried it, I found it physically demanding and even felt like giving up halfway through. However, following the advice of a senior member who told me, ‘Just give it a go three times,’ I participated three times and my perspective changed.
The farmer’s words, ‘The crops and trees here aren’t just standing there; they all help you breathe,’ have stayed with me for a long time. Through those words, I realised that agriculture holds far more value than I had previously understood, and I became aware of how the local community is connected to me. It also made me realise that energy engineering, a subject I’ve always been interested in, is by no means unrelated to agriculture. I discovered a connection in the fact that managing polytunnels requires significant energy resources and is closely linked to renewable energy sources such as solar and geothermal power.
This experience led me to perceive a place I had previously been indifferent to as a ‘space connected to me’, and I realised that cooperation with the local community holds significance for myself as well. The time we spent working together—wiping each other’s sweat and sharing snacks during the heat—remains a precious memory, and it taught me deeply the rewards of working with others and the importance of cooperation.

Efforts and Preparation Related to Motivation for Application and Career Plans

A self-directed learner aspiring to become an expert in energy engineering
During my time at secondary school, I approached assignments and exams with diligence to improve my academic performance. I actively studied advanced subjects through level-based supplementary classes and was consistently recognised as a student with a passion for learning. Building on this experience, I intend to enrol in the Department of Mechanical Engineering to study thermal engineering and energy engineering subjects in depth. Ultimately, my goal is to join a public enterprise in the science and engineering sector and grow into an expert in the field of energy engineering.
After setting my sights on entering the Department of Mechanical Engineering at Inha University during my final year of high school, I reviewed the major subjects and drew up a concrete academic plan. In my first year, I plan to study various fields of mechanical engineering in a balanced manner whilst maintaining my academic performance. In particular, within the field of thermal engineering, I intend to diligently complete courses on energy conversion, combustion and pollution, whilst paying close attention to issues of energy conservation and pollution abatement.
In my second year, I plan to form a study group with friends who share similar interests to study and discuss topics together. I wish to explore how natural energy sources are converted into electrical energy from both technical and economic perspectives. Furthermore, I intend to research technologies for suppressing air pollutants generated during combustion processes and to seize learning opportunities to develop our ideas through discussion.
As I progress to my final years, I plan to gain practical experience through field placements or internships to prepare for a career in the public sector. As I believe a diverse track record of activities in relevant fields is crucial for securing a position at public enterprises such as the Korea Energy Management Corporation, I will focus on preparing for external activities and internship experiences in this field whilst still a student. I have decided to apply enthusiastically as I expect that the individual and collaborative project experiences offered by the Department of Mechanical Engineering at Inha University will be of great help in fostering creativity and a spirit of inquiry.
After graduation, as a mechanical engineering graduate, I wish to grow into an energy engineering specialist who can contribute to the national economy. My ultimate goal is to become a professional who makes a practical contribution to energy conservation and solving environmental problems, based on the theoretical knowledge and practical experience gained during my undergraduate studies.