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*