Q&A with Yihao Xu

Why did you choose UCL to study your undergraduate degree?

I chose UCL because of its outstanding academic reputation, vibrant location in London, and the unique structure of the programme. UCL consistently ranks among the world’s best universities, offering cutting-edge research and teaching across disciplines. The course I was interested in provided a perfect balance between theoretical foundations and practical application, with access to state-of-the-art facilities and experts at the forefront of their fields.

Studying in London was another major draw, it’s a global hub for culture, innovation, and career opportunities. UCL’s central location meant I could engage with leading industries, internships, and networking events alongside my studies. The university’s diverse, international community also appealed to me, as it fosters cross-cultural perspectives and collaboration.

UCL’s commitment to interdisciplinary learning and its rich history of challenging conventions also aligned with my own academic goals. 

What do you miss most about your time at UCL?

The thing I miss the most is the unique energy of being in a place where history and innovation collide on a daily basis. It’s the blend of intense academic discovery and the spontaneous moments of city life that I find myself nostalgic for.

I also miss the intellectual camaraderie and the library culture. It might sound cliché, but there was something special about spending long hours in the Main Library or the Student Centre, surrounded by hundreds of other students all deep in focus. That shared sense of purpose was incredibly motivating. I miss the post-lecture discussions that would spill out into the cafes on Gordon Square, where we’d dissect theories or debate ideas long after the class had ended.

Finally, I miss the sheer vibrancy of the location. Stepping out of the UCL campus onto Gower Street, you’re immediately in the heart of London. I miss the ability to walk from a seminar on ancient history to the British Museum in ten minutes to see the Rosetta Stone in person. Or grabbing a cheap lunch from a food market, then spending an afternoon exploring the hidden bookshops of Bloomsbury. The city felt like an extension of the campus.

Ultimately, it was that feeling of being part of a dynamic, diverse community in one of the world’s greatest cities – a place where you were constantly learning, both inside and outside the lecture hall.

Are there any experiences at your time at UCL that shaped or supported you in your future career?

Since I studied Education and am pursuing a career as a teacher, my time at the UCL Institute of Education (IOE) was filled with experiences that directly shaped my professional path. The IOE’s status as a world-leading centre for education meant that theory and practice were constantly in dialogue.

One of the most pivotal experiences was my teaching placement in a Chinese secondary school. While studying modules on child development and curriculum theory at UCL in the morning, I was applying those principles in a diverse classroom by the afternoon.

Academically, the module ” teacher policy ” profoundly impacted my teaching philosophy. It challenged me to think beyond the curriculum and understand the socio-economic and cultural factors my future students might bring into the classroom. Learning from academics like Professor Nick, who had years of classroom experience before becoming a researcher, was incredibly inspiring. Their mentorship helped me see teaching not just as a job, but as a practice of equity and social mobility.

Outside of class, I attended seminars at the IOE featuring education policymakers and headteachers. These events gave me a broader perspective on the challenges and innovations in the UK education system, helping me understand the environment I was about to enter. Ultimately, UCL provided the theoretical grounding, the practical skills, and the professional network that gave me the confidence to step into my own classroom.

What career support did you receive from UCL?

The career support I received at UCL was instrumental in bridging the gap between my academic studies and my professional life as a teacher. It was comprehensive, practical, and started from the very first year.

The Careers Service was an incredible resource. I remember feeling overwhelmed about the different teacher training routes (like PGCE, School Direct, and Teach First). I booked a one-to-one appointment with a careers consultant who specialised in education. They didn’t just hand me a brochure; they sat with me, discussed my long-term goals, and helped me map out a clear pathway. They explained the pros and cons of each route in the context of the English education system. They also reviewed my CV and personal statement multiple times, helping me translate the theories I learned at the IOE into the language of classroom readiness that schools were looking for.

The UCL Careers Fairs were another highlight. The annual Education and Teaching Fair specifically was a game-changer. It brought together dozens of schools, academy trusts, and teacher training providers from across the UK all in one place. I was able to speak directly with headteachers and course leaders, ask nuanced questions about their school ethos and support for early-career teachers, and make contacts that proved invaluable when applications opened.
My department at the IOE also hosted employability sessions where recent graduates came back to speak about their first years in the classroom. Hearing their honest experiences, the challenges and the triumphs was reassuring.

Finally, UCL’s support didn’t stop at graduation. Even as an alum, I have access to UCL’s online resources and mentorship platforms, which have been helpful as I navigate my early career.

Tell us a bit about your career

Since completing my undergraduate degree, my career has been deeply rooted in language education, which is what drew me back to pursue the MA TESOL (Teaching English to Speakers of Other Languages) at UCL. My current professional path is a blend of practice and continuous study.

Presently, I work as an English language teacher in a multicultural classroom setting. My role involves designing and delivering lessons for students from diverse linguistic backgrounds, often preparing them for academic study or professional life in English-speaking environments. It’s a dynamic job that requires me to be not just an instructor, but also a mentor and a cultural bridge.

The MA TESOL at the IOE has been transformative. The modules have given me a robust theoretical framework to understand why my students learn the way they do. It has challenged me to critically reflect on my own teaching practices. Ultimately, this master’s is equipping me with the expertise to move into more senior roles, such as curriculum development or teacher training, allowing me to have a wider impact on the field of English language education.

What has been your career highlight so far?

My greatest highlight hasn’t been a single award or promotion, but a quiet, transformative moment in the classroom that confirmed why I chose this path.

It happened during a lesson with a group of adult learners from various backgrounds, including a student who had been in the country for over a year but rarely spoke. We were doing a communicative activity where students had to describe a cherished childhood memory using descriptive language we had practiced. I deliberately paired this quiet student with a very encouraging classmate. As I monitored, I noticed her leaning in, speaking softly. Then, something shifted. She started telling a story about her grandmother’s garden back home, her voice growing clearer and more confident. In that moment, watching her face light up as she realised she had been understood, I felt an overwhelming sense of pride and connection. It was a powerful, real-time application of the theories I’m studying. It wasn’t about grammar drills or error correction; it was about creating a safe space for human connection through language.

That highlight taught me that the core of teaching is empowering someone to find their voice. It’s a lesson I carry with me every day, and it fuels my commitment to this profession.

What are your future career aspirations?

My future career aspirations are focused on becoming a leader in language education, bridging the gap between classroom practice and wider educational impact.

In the short term, as I complete my master’s, I aspire to continue developing my classroom practice, but with a more research-informed approach.

In the medium term, I aspire to move into curriculum development and teacher training. I want to contribute to designing English language programs that are not only pedagogically sound but also culturally responsive and inclusive.

In the long term, I aspire to contribute to educational policy or research, perhaps pursuing a PhD. I’m fascinated by questions around language equity and access in education. I would love to conduct research that informs how educational systems can better support migrant and refugee learners, or how teacher training can be reformed to address the realities of super-diverse classrooms.

Ultimately, my time at UCL, from my undergraduate degree to this master’s has instilled in me a commitment to lifelong learning and evidence-based practice.

What makes you most proud to be a UCL alumnus?

What makes me most proud to be a UCL alumnus isn’t just the prestige of the name or the impressive rankings. It’s the ethos of questioning everything and the genuine commitment to making a difference.

I’m also immensely proud of the diversity of the UCL community. I would sit in seminars where perspectives from different cultures enriched every discussion and would hear dozens of languages when walking around campus. My MA TESOL cohort alone includes educators from countries I’ve yet to visit, each bringing unique insights into how language is taught and learned globally. That exposure has made me not just a better teacher, but a more open-minded and globally aware person.

More information

• Learn more about the Education Society and Culture BA
• See more student Q&As

Last updated 28 April 2026.