As part of its continued commitment to advancing the internationalization of higher education, the Graduate School of Universitas Negeri Yogyakarta (UNY) proudly supports the participation of Arief Hamdani Gunawan, a student from the Distance Learning Master’s Program in Educational Research and Evaluation (PEP), in an international student exchange program at the School of Education, Shanghai Normal University (SHNU), China, taking place from March to July 2026. Supported through the EQUITY THE Impact Rankings UNY funding program, this initiative provides students with valuable opportunities to gain international academic experience, broaden global perspectives, and establish research collaboration networks with scholars from partner universities.

Through the program, Arief had the opportunity to directly observe the educational ecosystem implemented in Shanghai. The experience offered valuable insights into the idea that successful education systems are not solely determined by classroom instruction, but are equally shaped by academic culture, learning environments, and well-integrated educational systems designed to support student development holistically.

One of the most striking observations during the program was the strong culture of independent learning among SHNU students. Whether in the university library or in open learning spaces such as the UNESCO area on campus, quiet and highly focused study environments were consistently evident. Students demonstrated remarkable levels of autonomous learning, dedicating time to reading, analyzing, and deeply reflecting on various academic resources as part of a strong self-directed learning culture.

This academic culture is closely supported by deeply rooted Confucian values that continue to shape campus life. Students commonly address older individuals and educators with the term Lǎoshī (老师), meaning teacher. Beyond serving as a form of respect, the term reflects a broader cultural understanding that learning requires humility in receiving knowledge. At the same time, those recognized as Lǎoshī carry a moral responsibility to guide younger generations. Within this framework, education is viewed not merely as academic development, but equally as a process of character formation and moral cultivation.

Beyond learning culture, the exchange program also provided valuable exposure to how university environments are intentionally designed to support student success. Shanghai Normal University applies a number of educational approaches aligned with principles of behaviorism, particularly through the creation of highly supportive learning environments that encourage positive academic behavior.

The campus is equipped with strict security systems, secure entrance gates, student dormitories designed to remain warm and comfortable during winter, and subsidized dining facilities that allow students to access affordable meals. These facilities help reduce students’ daily concerns and enable them to focus more fully on their academic responsibilities.

Through this program, Arief also gained insight into the structure of graduate-level curriculum implementation at SHNU, which adopts a scaffolding-based learning approach. This model allows students to receive gradual academic support before progressively developing into independent scholars and researchers.

During the first year, students focus primarily on formal coursework aimed at building strong theoretical foundations. The second year serves as a transition phase, during which students begin participating in broader academic activities, including shadowing professors, assisting in senior students’ thesis defense processes, and engaging in research laboratory activities. By the third year, students are expected to independently develop and complete their thesis research with greater academic autonomy.

This approach reflects the principles of cognitive apprenticeship, allowing students to gradually acquire academic and professional experience before fully entering research environments or professional practice. Such a learning model provides a strong foundation for the sustainable development of both academic competence and professional expertise.

Participating in the student exchange program at Shanghai Normal University has provided invaluable exposure to international best practices in higher education. The experience demonstrates the importance of strong academic culture, supportive learning environments, structured curriculum design, and continuous educational innovation in creating high-quality learning ecosystems.

Beyond international academic exposure, the program also produced tangible scholarly outcomes through the development of a joint scientific article, collaboratively written between participants and academic partners at Shanghai Normal University. This initiative forms part of a broader effort to encourage international research collaboration while simultaneously increasing students’ scientific publication productivity on the global stage.

Through this program, supported by EQUITY THE Impact Rankings UNY, students gain not only international academic experience but also valuable opportunities to establish research partnerships and produce collaborative scholarly work with global academic partners. The initiative reflects the Graduate School of UNY’s ongoing commitment to supporting the internationalization of higher education, expanding students’ global outlook, and strengthening research quality and scientific publication through meaningful cross-border academic engagement.