In this blog post, I’ll outline, category by category, the academic efforts I made and club activities I participated in while in high school, as well as examples of my consideration and cooperation, and my experiences exploring career paths related to my major—all in preparation for applying to the Department of Automotive Engineering at Kookmin University.

Writing About Academic Experiences and Reflections

Ever since I was a child, my parents told me, “A person should have at least one specialized skill,” and my siblings also enrolled in specialized high schools at an early age. Since I had a strong interest in machinery and automobiles, I attended an automotive high school in Seoul. At first, I was worried that I might have decided on my career path too early. However, those concerns disappeared as I gained hands-on experience with technology through specialized courses and practical training, and as I met seniors who had achieved success in the field.
Our department has provided an education focused on developing the ability to apply cutting-edge automotive technologies. In my freshman year, I learned basic drafting and automotive engine systems; in my sophomore year, I engaged in chassis and maintenance training as well as research on eco-friendly vehicles; and in my junior year, I studied more advanced technical drafting and specialized skills such as control systems, maintenance, and painting. I also acquired basic practical skills by learning office automation and earning relevant certifications.
During a career and vocational class in my third year, I drew a “career design tree.” I wrote my interest in automobiles at the roots, what I had learned in high school along the trunk, and my goals for college on the branches—and this made my career path much clearer. Through this exercise, I resolved to deepen my major studies in college and become a specialist in developing next-generation vehicles, such as hybrid and electric cars.

Description of Major Campus Activities and Reflections

While enrolled in the Automotive Information Department, I was active in the Automotive Maintenance Club. Our club had a strong sense of camaraderie and an atmosphere where we supported each other’s dreams; it was also well-known on campus for having actual vehicles and a wide variety of maintenance parts and tools.
When I applied the design drawings and theories I learned in class to hands-on maintenance work in the club, the material became much more tangible and meaningful. While performing maintenance, I realized the importance of anticipating defects from the design stage to improve the quality of the design, so I focused on mastering maintenance skills with the goal of eventually studying design in college.
The skills I learned in the club ranged from replacing consumables and diagnosing vehicle issues to repairing scratches caused by accidents. Although the skills were passed down through a mentor-apprentice system between seniors and juniors, we didn’t just pass them on—we learned in a collaborative atmosphere where we discussed and solved problems together.
Whenever we were assigned a maintenance task, we would stay together until the root cause was resolved, trying various methods, and we felt a great sense of accomplishment when we finally identified the problem. These experiences were instrumental in developing my problem-solving and collaboration skills.
Among the club members, it was rare to find someone like me who aimed to attend college. Most planned to start working at a repair shop immediately after graduation, and at times, my decision to pursue higher education wavered. However, my club friends and seniors respected my career path, provided me with information on college admissions to help me prepare, and cheered me on; thanks to that friendship and support, I was able to prepare for college entrance exams with peace of mind.

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

Since our school had a high proportion of male students, there were often cases where regulations or facilities for female students were lacking. For example, strict rules regarding the color and length of socks, as well as the acceptable range for winter coats, repeatedly caused inconvenience for female students.
As head of the Student Discipline Committee, I became aware of the issue after hearing female students express discomfort regarding their school attire. At first, I dismissed it as mere complaining, but through ongoing dialogue, I realized their requests were based on valid grounds. I then gathered the Student Discipline Committee and the affected female students to form a team aimed at changing the school rules.
We clarified the differences between school uniforms and gym uniforms and conducted a survey of the entire student body, securing results that were nearly unanimous. When we presented this evidence to the supervising teacher, he noted that respecting the convenience of a minority of students is a democratic principle. As a result, the rule change was ultimately approved, allowing female students to wear their gym uniforms to school.
Through this process, I gained a deep understanding of the importance of active listening, how to present evidence, and the importance of a collaborative approach to problem-solving.

Efforts and Preparation Related to Motivation for Application and Career Plans

I applied to the Department of Automotive Engineering at Kookmin University because I wanted to study the field of “future-oriented automobiles” in depth. After building a foundation of knowledge in high school and gaining extensive hands-on maintenance experience through club activities, I became confident in my aptitude and area of interest.
In the future, eco-friendly vehicles such as hydrogen and electric cars will become increasingly important, and I aim to acquire the skills to contribute to the future automotive industry by thoroughly studying design and engineering. My goal is to study design and related theories in depth at university, develop practical skills, and become a professional capable of developing innovative vehicles.
The support I received from those around me also played a significant role in my career choice. Since there weren’t many students at my high school aiming for university, I initially hesitated, but my homeroom teacher, close friends, and clubmates encouraged me to pursue higher education, which gave me the courage to move forward.
My father, in particular—who has run an auto repair shop for over 20 years—initially wanted me to help out at the shop right after high school graduation. However, when I expressed my desire to study automotive engineering and work for a global automotive company, he did not try to dissuade me but instead gave me his full support. With the encouragement of my parents and those around me, I intend to delve deeper into my studies at university and work harder than anyone else to become a professional in the automotive industry of the future.