Exploring Literacy and School Culture in Jeonju: Biweekly Report 3

By Meila Rosianika

Over the past six weeks, I have had the incredible opportunity to observe and participate in the daily life of Wansan Girls’ High School (WGHS) while deepening my understanding of Korean education, school culture, and citywide literacy initiatives. From classroom management to public libraries, every experience offered new insights into fostering student well-being, integrity, and lifelong learning.

Classroom Activities: Learning Beyond the Curriculum

During midterm week, I assisted my mentor teacher, Mr. Mo, in managing the homeroom before and after examinations. I observed students submitting phones, iPads, and smartwatches prior to the tests—a practice designed to maintain focus and fairness. The importance of morning and post-exam inspections became clear, as homeroom teachers carefully checked attendance, classroom order, and student well-being.

The structured system at WGHS, where teachers inspect classes twice daily during exam periods, impressed me. Beyond administrative duties, I continued learning Hangeul and joined thoughtful discussions with Korean teachers about educational culture and mental health.

School Activities: Discipline Meets Care

Outside the classroom, I joined daily routines, including morning assemblies and homeroom inspections. I was particularly intrigued by WGHS’s mental health support system, such as open-window policies that allow sunlight exposure to prevent depression and anxiety.

A tour of the school’s sports complex revealed an impressive array of fitness equipment—treadmills, cycling machines, dumbbells, yoga mats—all provided through government support. Even the midterm week snacks were carefully chosen to maintain energy without disrupting the testing schedule. These practices reflect a thoughtful balance between academic discipline and emotional care in Korean schools.

Exploring Literacy Beyond School Walls

One of the highlights of my experience was visiting Jeonju Pyeonghwa Public Library, a three-story building open until 10 p.m., filled with readers of all ages. Children, students, and elderly patrons immersed themselves in books, creating a calm yet vibrant reading environment.

Walking through local bookstores, I noticed how Koreans cherish quiet, cozy spaces that promote reading and reflection. Observing these practices made me reflect on the importance of public spaces in fostering literacy habits beyond formal education, and how such strategies could inspire literacy development in Indonesia.

Individual Projects: Connecting Observation with Research

Alongside my classroom and library observations, I continued developing a research project on reading literacy and vocational education in South Korea. I aligned my observations at WGHS with PISA 2022 reading literacy frameworks, focusing on comprehension and reflection levels.

I also participated in a Zoom meeting with the Indonesian Ministry of Education (Kemendikdasmen RI) to discuss book chapter writing and research direction. My reflections emphasized integrating deep learning and growth mindset concepts into literacy education, vocational practice, and character-based learning.

Safety and Well-being

I am in good health and feel safe both at school and around Jeonju city. The positive learning environment, combined with a culture of care and integrity, has strengthened my own teaching philosophy.

Reflections and Takeaways

This biweekly experience has deepened my appreciation for the balance between discipline, emotional care, and literacy in Korean schools. WGHS’s structured exam procedures, the city’s strong reading culture, and the supportive school facilities all inspired me to reflect on how Indonesia can further develop character-based literacy learning.

From happy students smiling after exams to quiet afternoons in bookstores, every moment reminded me that education extends beyond the classroom—it is a lifelong journey nurtured by culture, integrity, and community.