Threads of Identity: Learning Humanity through Traditional Costumes

By: Meila Rosianika

Culture is the heart of a nation, and traditional costumes are among its most vivid expressions. A costume is never just an outfit, it is a language of heritage. Clothing carries stories of identity, memory, and values passed down through generations. During my teaching experience at Wansan Girls’ High School, I had the privilege of introducing Indonesian traditional costumes as part of my cultural project. Among them were the tekuluk and the Durian Pecah crown from Jambi as symbols of grace, wisdom, and dignity that reflect the essence of Jambi womanhood.

The tekuluk, a traditional head covering worn by Jambi women, is more than a mere accessory. Originating from the Malay Jambi Sultanate between the 15th and 17th centuries, it was once worn by royal women as a sign of honor and refinement. Over time, it became part of everyday life, representing modesty and cultural identity. The way it is folded carries meaning: married women let the end fall to the right, while unmarried women fold it to the left. Today, tekuluk designs come in various batik patterns infused with local philosophy, showing how traditional wisdom continues to evolve without losing its authenticity.

I also introduced the Durian Pecah crown, a headdress shaped like an open durian fruit whose pointed spikes symbolize the unity of strength and beauty. Traditionally made of brass or gold-plated metal, it is worn by brides or dancers during important ceremonies such as Tari Sekapur Sirih. The design carries deep symbolism: the outer spikes represent resilience, while the soft inner fruit reflects tenderness. Together, they mirror the character of Jambi women who firm in principle yet gentle at heart.

My students in Jeonju were eager to try on these costumes. They smiled, complimented one another, and asked thoughtful questions about Indonesia’s cultural diversity. Through this joyful interaction, I witnessed more than curiosity. It was deep learning in action. They were not merely learning about culture, but learning through it. Their understanding transcended fabric and color, reaching into empathy, identity, and connection.

Later, I experienced a beautiful reciprocity when I wore the Korean hanbok while exploring Seohakdong Art Village in Jeonju. The village, filled with art galleries and traditional houses, seemed to whisper stories of Korean heritage. As I walked through its autumn streets dressed in hanbok, I felt a quiet harmony when two traditions meeting through mutual respect. The moment reminded me that cultural exchange is not about comparison but appreciation; not about showing differences but discovering similarities.

Through this simple act of wearing each other’s traditional costumes, I found the essence of Global Citizenship Education (GCED) to see ourselves as part of a shared humanity. Education, at its deepest level, is not about accumulating facts but about awakening understanding. It is through such encounters that deep learning happens—when knowledge connects with emotion, and empathy turns into action.

 

As Ban Ki-moon once said,

“Education is about more than literacy and numeracy. It is about learning to live together.”

 

That statement resonates deeply with my experience in Jeonju. Learning to live together begins with learning to understand one another through culture, dialogue, and shared experiences. When students and teachers open themselves to such exchanges, the classroom extends beyond its walls; it becomes a global space of empathy and respect.

The threads of these traditional costumes are more than woven cloth. For me, they are threads of humanity, binding us across oceans and generations. Through them, I learned that every fold, color, and symbol carries not only the identity of a place but also the universal message that we all belong to the same human fabric.

 

bonus photos:

my first daughter is wearing a tekuluk

When I was still single in 2012, I served as a Language Ambassador and was assigned to host guests from Korea who visited Indonesia. How wonderful that now, years later, I am the one visiting their country!

In the same year, 2012, I was awarded as the Language Ambassador of Jambi Province and represented my region at the national level. In that event, I wore a tekuluk with the end draped on the left side as a symbol that I was unmarried at that time.

full team of IKTE 2025 after cultural performance in Ramadha Hotel Seoul

Cultivating Global Minds and Faithful Hearts: Two Weeks of Vocational Learning in Jeonju - Biweekly Report 4

by: Meila Rosianika

From October 11 to 24, 2025, my journey as part of the APTE program in Jeonju continued with meaningful experiences that deepened both my professional and personal understanding of education, culture, and faith.

At Wansan Girls’ High School, I conducted a cross-cultural learning session where students explored Indonesia through taste and tradition — making Jamu and Kopi Tubruk. Beyond brewing herbs and coffee, they learned to express their thoughts in English, discuss health benefits, and reflect on shared values such as respect, mindfulness, and community. Watching them connect language with culture reminded me how education can become a living bridge between people.

Beyond the classroom, I joined school activities and discussions with Korean teachers about how vocational and global education are integrated in their curriculum. I observed students confidently running a small café business on campus — a real-life learning laboratory that nurtures both skills and character. I also participated in a tourism club activity where we made sushi together, a simple yet joyful moment of cultural exchange.

One of the most memorable parts of this period was visiting Masjid Abu Bakar Al-Siddiq, the only mosque in Jeonju, and Firdavs Halal Restaurant, where I met people from different countries who shared their stories about living faithfully in a multicultural city. These encounters reminded me that education does not only happen within walls — it unfolds wherever empathy and understanding grow.

I have continued documenting these reflections through my blog series “Steps of Faith in Jeonju” and “Brewing Global Citizenship through Jamu and Kopi Tubruk.” Writing allows me to connect each classroom activity, cultural visit, and spiritual moment into a larger narrative of learning — one that celebrates how faith, education, and humanity intertwine.

Brewing Global Citizenship through Jamu and Kopi Tubruk: A Cross-Cultural Learning Experience in Jeonju

By Meila Rosianika

Abstract

This reflective chapter explores how the introduction of Jamu and Kopi Tubruk: two traditional Indonesian beverages within a Korean vocational classroom embodies the principles of intercultural learning and Global Citizenship Education (GCED). Drawing from the author's teaching experience during the Asia-Pacific Teacher Exchange for Global Education (APTE) program, the chapter demonstrates how simple cultural exchanges can cultivate empathy, respect, and mutual understanding among students from different nations. It also reflects on UNESCO’s vision that education should foster ‘understanding, tolerance, and friendship among all peoples.

In October 2025, as part of the Asia-Pacific Teacher Exchange for Global Education (APTE) supported by APCEIU–UNESCO, I had the privilege of introducing two traditional Indonesian beverages: Jamu and Kopi Tubruk to second-grade barista students at Wansan Girls’ High School in Jeonju, South Korea. The session was observed by representatives from the Ministries of Education of Indonesia and Korea, and educators from Thailand, as part of the mid-term evaluation by the APCEIU–UNESCO team. The experience went beyond teaching a beverage-making class; it served as a bridge of cultural understanding. Within UNESCO’s Global Citizenship Education (GCED) framework, education must cultivate ‘understanding, tolerance, and friendship among all nations and peoples’ (UNESCO, 2021). Through this activity, the act of preparing and tasting a drink became a form of learning through culture, a living classroom of dialogue, empathy, and identity.

In 2023, Jamu was officially recognized by UNESCO as an Intangible Cultural Heritage of Humanity, affirming it as more than a herbal drink. For me, Jamu represents a living system of health knowledge passed down through generations. According to UNESCO, Jamu ‘promotes harmony between humans and nature through the use of natural ingredients and traditional wisdom.’ With that pride, I collaborated with my Korean mentor, Mr. Mo Sang Hyeok, to introduce Jamu in the barista class. A week before the session, we searched for ingredients such as ginger, turmeric, and tamarind, which were difficult to find in Jeonju’s markets. After some effort, we managed to purchase them online. I added Indonesian brown sugar from home to preserve its authentic flavor.

Early in the morning, I prepared Jamu with students, encouraging them to participate in bottling and presentation. To adapt it to the Korean context, we added ice cubes, creating a refreshing version similar to iced herbal tea. When students took their first sip, many smiled and said, ‘It tastes like iced tea!’ That simple reaction made me realize that culturedoes not always need translation; it only needs shared experience. For the students, Jamu was something new yet familiar, while for me, it was a proud reminder of Indonesia’s heritage now shared across borders. Presenting Jamu before an international audience was both humbling and inspiring. It showed that even a simple classroom activity could embody the essence of cultural diplomacy and mutual respect.

Alongside Jamu, I introduced Kopi Tubruk, one of Indonesia’s most iconic coffee traditions. The word ‘tubruk’ literally means ‘collision,’ describing the unfiltered brewing method in which hot water directly meets ground coffee and sugar. In class, I explained that Kopi Tubruk represents hospitality and simplicity. In Indonesia, it is often shared in small gatherings or family visits, symbolizing friendship and connection. Students listened attentively as I described the process, noting its contrast to modern espresso brewing methods. Due to limited time, we could not practice making Kopi Tubruk in class. Instead, I invited students to reflect on what they had learned that day and closed with a cheerful ice-breaking activity using the Korean song Gomse Mari.

According to the International Coffee Organization (ICO, 2023), Indonesia ranks as the fourth-largest coffee producer in the world, contributing over 700,000 tons annually. Sharing this fact helped students understand that Kopi Tubruk is both cultural and economic heritage. This experience reminded me that cultural diplomacy often begins with simple gestures. Introducing Jamu and Kopi Tubruk in a Korean vocational classroom was not about promoting exoticism but about sharing humanity through everyday practices. Education, in this sense, became reciprocal: I was teaching, but also learning how universal human connection can be brewed, one cup at a time. The experience at Wansan Girls’ High School reflects the transformative potential of intercultural learning in vocational education. Teaching local heritage in a global setting fosters empathy, curiosity, and respect values at the heart of UNESCO’s Global Citizenship Education. A drink, after all, is not only about taste; it carries stories, memories, and shared meanings.

By blending Jamu’s earthy spice and Kopi Tubruk’s comforting aroma within the walls of a Korean classroom, I learned that education, at its best, is an act of connection. Author Bio: Meila Rosianika is an educator and literacy advocate from Indonesia, currently participating in the Asia-Pacific Teacher Exchange Program in South Korea. Her work focuses on integrating cultural heritage and vocational education through reflective pedagogy and global citizenship learning.

References

• APCEIU. (2020). Global Citizenship Education: Key Concepts and Practices. Seoul: Asia-Pacific Centre of Education for International Understanding (UNESCO).
• International Coffee Organization. (2023). Coffee Market Report 2023. London: ICO.
• UNESCO. (2023). Jamu: Traditional Knowledge of Indonesia for Health and Well-being. Intangible Cultural Heritage List.

*week 8 in Jeonju*

Steps of Faith in Jeonju: Finding Kindness Beyond Borders

by: Meila Rosianika

In the heart of Jeonju, I discovered a place that represents both faith and connection. Masjid Abu Bakar Al-Siddiq, the only mosque in the city. Reaching it was a journey in itself: I took two buses and walked more than 6,400 steps, guided by the kindness of strangers.

At first, I felt uncertain about the directions, but along the way, a sister in faith from Bangladesh kindly helped me. Her calm and gentle manner reminded me that solidarity among Muslims transcends borders and languages. When I finally arrived, praying in the mosque after weeks away from home felt deeply comforting like finding a spiritual anchor amid the unfamiliar rhythms of Korean life.

Though modest in size, the mosque carries a powerful sense of peace. It also serves as a community center, where Muslims from different countries gather to pray and exchange stories.

After visiting the mosque, I went to Firdavs Restaurant, a halal restaurant in Jeonju run by a Muslim from Uzbekistan. I had to take another bus and walk a bit farther to reach it. When I arrived, I was delighted. The restaurant offered a variety of delicious Uzbek dishes, and I met several fellow Muslims from Bangladesh, Uzbekistan, and India. It also provides a small prayer space, something quite rare in Jeonju, where most worship spaces for Muslims are limited to the mosque.

This was my second visit to the mosque but my first time dining at a halal restaurant in Jeonju. During my first visit, I struggled to find the mosque because Google Maps didn’t always work properly in Korea, and some place names appeared unreadable even in English. At that time, I didn’t know the mosque was also listed as Korea Islamic Center Jeonju Mosque on KakaoMap.

While I was lost, I met Naima, a kind Muslim woman from Bangladesh pursuing her Ph.D. in Jeonju. Seeing her wearing a hijab gave me the courage to approach her, and she guided me with warmth and patience. 

Later, when I got confused again, I asked for help from a Korean man who didn’t speak much English. We communicated through Papago, and although he had a different destination, he chose to accompany me on the bus to make sure I arrived safely. When my bus card ran out of balance, he even paid my fare. I was deeply moved by his kindness. After we got off the bus, the mosque was still a long walk away. Yet, he continued to walk with me until we reached the narrow alley leading to the mosque. Before parting, he pointed toward it and gestured, “It’s close, just walk straight.” Even after I walked away, he stayed to make sure I reached safely. His simple act of humanity touched my heart.

Many Koreans I have met do not actively practice a specific religion. However, this does not mean they lack spirituality or moral values. On the contrary, they often demonstrate deep respect, empathy, and discipline. Those are qualities that reflect universal ethics and compassion. This experience made me reflect: As people of faith, do we show the same level of kindness and concern for others, regardless of their beliefs?

Visiting the mosque helped me realize that faith travels with us. It is not bound by geography. Even far from home, I found a sense of belonging in a foreign land. The kindness of strangers and the shared rhythm of prayer reminded me that spirituality and humanity can coexist beautifully, even in diversity.

That day, I spent my weekend mindfully, walking past more than a dozen bus stops and covering over 14,000 steps. Yet, my heart felt lighter, renewed, and recharged. In this small Muslim community in Jeonju, surrounded by brothers and sisters from Bangladesh, Uzbekistan, and India, I rediscovered not only faith but also the essence of global citizenship: respect, empathy, and understanding.

-Lesson learned week 7-