In this blog post, I’ll summarize the insights I gained from my academic efforts, school activities, and volunteer experiences during high school, along with my academic and career plans for college.

Academic Experiences and Reflections

Overcoming Test Anxiety in My Own Way
After entering high school, I gradually clarified my career path through my schoolwork. Although I wasn’t very motivated to study when I first started, I discovered in my freshman year that learning could actually be fun through various subjects I encountered. I was particularly interested in basic sciences like chemistry and physics, as well as technical subjects with a lot of hands-on work; these two fields later instilled in me a passion for both basic and applied sciences.
Of course, my grades weren’t great from the start. Finding a subject interesting in class was different from actually performing well on exams, and the activities I enjoyed were hands-on experiments—such as physics and chemistry labs or soldering to build model cars. However, I realized that exams are different from hands-on activities and require separate preparation.
I used to get so nervous during exams that I would spend too much time on a single question, sometimes failing to finish all the problems before submitting my test. To overcome this habit of getting nervous before exams and my tendency to prefer hands-on work over theory, I began making efforts in various ways. Since I had set my sights on mechanical engineering early on, had clear interests in specific subjects, and was also interested in energy engineering, I decided I needed to systematically manage my high school grades—which were crucial for college admission.
I believed that the learning processes—theory, exams, hands-on practice, and assignments—each required a different approach to problem-solving. I frequently reminded myself that while exams assess theoretical understanding, hands-on practice—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 I were recalling the steps I took during hands-on practice, so as not to get too bogged down in a single question and lose track of my time. Through this shift in approach, I was able to reduce exam anxiety, solve problems as if I were doing a lab, and improve my grades.

Writing about major school activities and reflections

A Sense of Achievement Through Level-Based Supplementary Learning
Level-based supplementary learning for advanced classes was an important program I experienced during high school. It was a system that provided advanced, level-based classes within the school outside of regular classes, enabling in-depth learning without the need for separate tutoring centers. This program was divided into LA and LB classes, structured to provide advanced study in major subjects (Korean, Math, Foreign Languages, Social Studies, and Science).
All students strived to be placed in the advanced classes, and those who did not qualify were required to engage in self-directed study during those periods. I was in the LB class for Korean, Math, and Foreign Languages, and in the LA class for Science. Being part of an advanced class gave me a sense of pride and motivated me to study; it also served as a driving force that kept me studying consistently so I wouldn’t be dropped from the class. I was particularly interested in science, so I consistently scored 90 or higher on midterms and finals, which allowed me to remain in the top class.
On the other hand, my scores in Korean, math, and foreign languages were usually in the high 70s or 80s, so I often remained in the LB class for those subjects. Since there weren’t many opportunities to change classes during the semester, I set a goal that went beyond simply maintaining my grades—I aimed to move up a grade level in the advanced class. With the goal of taking all my classes in Class A during the second semester of my sophomore year, I began formulating a strategy starting in the summer vacation.
Specifically, I combined previewing the textbook with watching EBS online lectures, and even after school started, I continued watching the lectures during breaks. I analyzed the question types from the previous semester’s regular exams, organized the characteristics of each question type and answer choices in my error log, and reviewed them repeatedly. Additionally, to reduce anxiety on exam day, I made it a habit to arrive at school earlier than usual and review my error log during breaks. To avoid getting too caught up in the ups and downs of test results, I immersed myself in preparing for the next exam as soon as I got home.
As a result, on the second-semester midterm exams, I scored over 90 points in Korean and Math, achieving my goal of entering the LA class. Unfortunately, I scored 85 points in Foreign Language and remained in Class B, but the sense of accomplishment from those two subjects brought me great joy. In this way, the level-based supplementary classes boosted my enthusiasm for learning and served as motivation to achieve my goals, making it the most meaningful effort I made during my time at school.

Writing About Examples of Consideration, Sharing, and Cooperation, and My Reflections

Collaborating with the Local Community Through Rural Activities.
In high school, I was active in the 4-H rural volunteer service club. 4-H is a youth organization dedicated to improving rural life, primarily through volunteer work on farmland. This experience not only brought me the joy of working together with my peers but also helped me realize the importance of cooperating with and sharing with the local community.
At first, I was assigned to pull weeds at a greenhouse farm near my 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 who told me, “Just give it a try three times,” I participated three times and changed my mind.
The farmer’s words—“The crops and trees here aren’t just standing there; they all help you breathe”—stuck with me for a long time. Through those words, I realized that agriculture holds far more value than I had previously understood, and I became aware of my connection to the local community. I also came to see that energy engineering—a field I’ve always been interested in—is not entirely unrelated to agriculture. I discovered a connection in the fact that managing greenhouses requires a significant amount of energy resources and is closely related to renewable energy sources such as solar and geothermal power.
This experience transformed a place I had previously ignored into a “space connected to me” and made me realize that collaborating with the local community is meaningful for my own growth as well. The time we spent working together—wiping each other’s sweat and sharing snacks during the heat—remains a cherished 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 and Expert in Energy Engineering
In high school, I diligently worked on assignments and exams to improve my academic performance. I actively studied advanced subjects through level-based supplementary classes and was recognized as a student who was always passionate about my studies. Building on this experience, I plan to major in Mechanical Engineering to study thermal engineering and energy engineering in depth. Ultimately, my goal is to join a public-sector company in the science and engineering field and grow into an expert in energy engineering.
After setting my sights on Inha University’s Department of Mechanical Engineering during my senior year of high school, I reviewed the major’s curriculum and developed a concrete academic plan. In my first year, I plan to study various fields of mechanical engineering in a balanced manner while maintaining my academic performance. In particular, within the field of thermal engineering, I will diligently complete courses related to energy conversion, combustion, and pollution, and I will devote deep attention to issues of energy conservation and pollution control.
In my sophomore year, I plan to form a study group with classmates who share similar interests to study and discuss topics together. I want to explore how natural energy sources are converted into electrical energy from both technical and economic perspectives. I also intend to research technologies for reducing air pollutants generated during combustion and to take advantage of learning opportunities where we can develop our ideas through discussion.
As I advance to my senior years, I plan to gain practical experience through field training or internships to prepare for a career at a public corporation. Since I believe a diverse track record of activities in related fields is crucial for joining public corporations such as the Korea Energy Management Corporation, I will focus on preparing for extracurricular activities and internship experiences in this field while still a student. I decided to actively apply to Inha University’s Department of Mechanical Engineering because I expect the individual and collaborative project experiences it offers will greatly help me cultivate creativity and a spirit of inquiry.
After graduation, as a mechanical engineering major, I hope to grow into an energy engineering expert who can contribute to the national economy. My ultimate goal is to become a professional who makes tangible contributions to energy conservation and solving environmental problems, building on the theoretical knowledge and practical experience I gain during my undergraduate studies.