Participating in the Asia Education Leader (AEL) course has been one of the most cherished experiences of my graduate studies. From the in-person seminars at Korea University in August 2025 to the online sessions with Tohoku University in February 2026, the intellectual impact and professional growth I experienced remained consistent despite the changes in format.

During the summer program at Korea University, I gained a transformative understanding of quantitative research and comparative education. By learning to navigate international databases such as IEA and TALIS, I attempted for the first time to apply quantitative analysis to real-world educational issues, such as exploring the factors influencing teacher job satisfaction. This evidence-based, cross-national perspective offered me a completely new lens through which to observe and analyze educational policies, moving beyond theoretical discussion into empirical practice. Beyond the academic rigor, the experience was defined by the deep camaraderie of my team, which we named the "Spicy Chicken Feet" group. This name originated from our team pact to reward ourselves with local Korean spicy chicken feet after completing our high-intensity assignments—a bond forged through late nights of refining presentations and discussing our projects. In the KP course, we utilized "Design Thinking" to co-create solutions for rural education in China. This collaboration taught me that true leadership lies in integrating the unique strengths of members from diverse backgrounds to achieve a common goal, transforming a group of individuals into a cohesive force for innovation.

Building on these lessons in collaboration, the online sessions with Tohoku University in early 2026 allowed me to connect with the more emotional and humanistic dimensions of education. I was particularly moved by the professor of Inclusive Education, who shared her personal journey and the life experiences that led her to dedicate herself to this field. Her approach, which deeply integrates personal narrative with educational practice, taught me that education is not merely the transmission of knowledge, but an attitude toward life rooted in deep empathy. Her sincerity served as a reminder that the heart of leadership in education is the ability to understand and value every individual's unique story.

Throughout this journey, I discovered the immense joy of cross-cultural communication. Interacting with peers from diverse cultural backgrounds was not just an academic exercise, but a source of genuine happiness and discovery. Despite the physical distance and the barrier of the screen during the second half of the program, I felt a powerful resonance with young scholars from across Asia. Seeing everyone work together to improve educational outcomes within their respective social contexts helped me realize that educational ideals are truly blooming in every corner of the continent. This process of sharing and listening has allowed me to break through my previous cognitive limitations and view the future of Asian education with a more inclusive mindset.

Ultimately, this experience has reaffirmed my belief that education is a dialogue that transcends geographical boundaries and delivery formats. I have transitioned from being a mere "executor" to becoming a "thinker" and a "connector." I sincerely hope that the AEL program continues to flourish and reach even greater heights in the future, and I strongly encourage more students to participate in this transformative journey. Moving forward, I am committed to bringing the quantitative skills, design thinking, and the spirit of inclusive education I gained into my professional practice, striving to be a leader who bridges cultures and drives meaningful change in the world.