What’s your background?
I studied law and graduated from Peking University, often referred to as the Cambridge or Oxford of China.
Over 20 years ago, after earning my Master of Laws degree from UCL, I returned to China and immersed myself in the legal sector.
Why did you choose to study the IPM at UCL?
Throughout the two decades in legal fields, I recognised that while law addresses specific issues for individuals, families and companies, education possesses the transformative power to shape future generations.
This realisation motivated me to shift my focus from law to education. To ensure a successful transition, I have embarked on the Pre-Master’s programme at UCL, preparing myself to pursue a Master’s degree in Education at the IOE in UCL.
How is the UK education system different to your home country?
Although I graduated from Peking University, the education system and teaching methods there still predominantly focused on memorisation and spoon-feeding.
UCL’s focus on independent learning and critical thinking was transformative, instilling in me not just legal expertise but also invaluable life skills such as independence and resilience.
How has the IPM helped you in your degree?
The International Pre-Master’s programme (IPM) has greatly enriched me with its comprehensive course content and well-structured schedule.
My academic journey on the IPM in psychology and education is an intensive period of growth and learning. The programmes’s demanding nature is actively refining my research, analytical and reflective skills. These preparatory experiences underscore my readiness to delve into the MA program.
In the IPM course, studying debates on education aims and interdisciplinarity deepened my understanding of fundamental academic questions – what the true purpose of education is, what we should teach, how to teach and how to learn – and highlighted differences between education and my legal background.
Education’s impact extends beyond individuals and families, shaping future generations and humanity’s progress.
Writing my essay made me acutely aware of the profound responsibility of education researchers and the many gaps in the field, emphasising the need for passionate and independent contributors.
What was the biggest challenge you faced during your time on the IPM and how did you overcome it?
The biggest challenge I faced during my time on the IPM was realising that I had been prioritising task completion over genuine learning. This approach resulted in a superficial understanding of concepts, premature responses, and a lack of thoroughness in my work. I often found myself answering questions without fully hearing them, using references without properly understanding them, and preparing presentations without fully grasping the requirements.
These tendencies became clear during my IPM studies, helping me recognise deeper issues in my learning process. The shift in my mindset was transformative – like a blocked stream suddenly clearing. I adopted new strategies, such as slowing down to ensure I fully understood tasks before responding, allowing time to re-evaluate my work, and focusing on the quality of my learning rather than just completing assignments.
Although long-standing habits are difficult to change, being aware of these tendencies has significantly improved both my learning and mindset.
What advice would you give to future IPM students?
Don’t be lazy: Follow the teacher’s requirements, suggestions and guidance, as well as the information and materials provided by the course. Complete the required tasks daily, and you’ll eventually find that your learning outcomes will be highly efficient.
Don’t carry over your past learning methods into the IPM course: Clear your mind of all previous learning habits and thought patterns. Study according to the IPM’s thinking requirements, and in the end, you’ll reap significant rewards.
Tutors only guide you in methods: You need to handle your own responsibilities. Reading, thinking, discussing, practicing, and writing are all your own tasks. Carefully read all the required materials. Treat yourself as an adult, rather than expecting the tutor to help and instill the knowledge you should master.
Maintain an open mind and attitude to the knowledge and to your classmates.
What is the most interesting thing you’ve done, seen or got involved with while at UCL?
During the IPM course, I organised several class activities, including birthday celebrations for classmates, gatherings, picnics and more.
By the end of the course, everyone had a strong impression of these events. These activities deepened our mutual understanding and strengthened our friendships.
Where is your favourite place on campus and why?
My favourite place is our main campus. The iconic buildings here give me a sense of belonging and pride.
Where did you live during the IPM, how was your experience?
Since my daughter comes home on weekends, I didn’t stay in a student dormitory or apartment but rented a place outside instead.
I enjoy having my own free space, where I can invite classmates over to cook, drink, and have parties.
Aside from the fact that rent in London is very expensive, it’s truly enjoyable.
What is it like to live and study in London?
I believe that differences in people’s cognition and perspectives are greater than differences in race, nationality or skin colour.
In London, I have encountered many people whom I genuinely like and respect – individuals with greater knowledge, a stronger sense of morality, and kinder, warmer, and more upright hearts.
This is the reason I am so fond of London. Although the city is often criticised for its safety issues, high cost of living, and the sense of distance between people, its inclusiveness, openness, kindness and rationality make me truly love this city.
