For many students, studying abroad is more than just an academic opportunity but also a journey of self-discovery. This is certainly true for Rizkya Laili Trianisa (Nisa), an English Department student from Universitas Gadjah Mada (UGM), batch 2024, who is currently participating in a one-semester exchange program at Jeonbuk National University (JNU) in South Korea. The program, which is part of a partnership between JNU and UGM, offers students the chance to broaden both their academic and cultural perspectives. Nisa first learned about this opportunity through the Office of International Affairs in UGM (OIA UGM), as she shared, “I found the information through OIA’s social media and website.” 

Her decision to study in South Korea was not merely influenced by the global popularity of K-culture, but rather by a deeper sense of familiarity. Having previously spent three semesters in Korea during her high school years, Nisa already had some understanding of the country and its environment. “I think my sense of similarity with Korea plays a big role,” she explained. This sense of connection was further strengthened by her choice of Jeonbuk National University, which is located in Jeonju—a city often compared to Yogyakarta by Indonesian students. “A lot of Indonesian people think that Jeonju is similar to Jogja” she said, describing both cities as places rich in historical culture with a rhythm of life that is “a bit slower yet still hectic, just like Jogja.” 

Before departing, Nisa prepared not only in practical terms but also mentally. She emphasized the importance of keeping an open mind when entering a completely new environment. This mindset proved especially useful when she arrived in South Korea during the transition from winter to spring. “The very cold weather shocked me,” she admitted, recalling the snowy rain and strong winds she encountered. Despite anticipating the cold, experiencing it firsthand was entirely different. However, instead of allowing the shock to overwhelm her, she chose to see it from a different perspective. “Before coming here, I told myself that everything is new. I wanted to learn everything from zero. So instead of shocking, it is more fascinating”, she reflected.

Like many exchange students, Nisa also faced challenges during her time abroad. Not everything went according to plan, and many of the difficulties she encountered were beyond her control. Nevertheless, she found strength in the people around her. Being surrounded by fellow students who were going through similar experiences helped her cope with these challenges. “One thing that I like is the fact that I am not alone. I have friends to talk to about what we should do to make our journey better and more memorable.” With this support system, she gradually developed a more resilient mindset, believing that “every day is like a new page and a new chance,” a perspective that continues to guide her throughout the program. 

Academically and personally, this exchange program has brought meaningful changes to Nisa’s life. She has become more confident and proactive in class, something she previously struggled with. “I try to be more proactive… I voice my opinions and ask questions,” she explained. At the same time, being exposed to a diverse international environment has broadened her perspective. These experiences continue to shape her growth as she strives to become a better version of herself.

Reflecting on her journey, Nisa encourages other students to carefully consider their own paths before applying for an exchange program. She points out that UGM offers numerous opportunities for studying abroad, and choosing the right one requires self-awareness. “UGM actually has tons of programs and exchange opportunities,” she noted. “Take your time acknowledging who you are and who you want to be, and match that with the program offered.” For Nisa, this experience has been nothing short of transformative. As she concluded in her own words, “This exchange journey is such a life changer for me—it shifted my perspective, developed my lifestyle, and improved my daily habits.” Through moments of challenge, adaptation, and discovery, her story reflects how studying abroad is not just about changing places, but about growing into someone new.

[English Literature, Maulina Artyansa]

Yogyakarta, April 7, 2026 – Students of the Master’s Program in Archaeology, Department of Archaeology, Faculty of Cultural Sciences, Universitas Gadjah Mada (UGM), conducted a field study as part of the Museum Collection Conservation course at the Affandi Museum and the Kotagede area on Tuesday, April 7, 2026.

The activity was supervised by Mrs. Dr. Mahirta, M.A., as the course lecturer, alongside Mrs. Mimi Savitri, M.A., Ph.D., and was attended by 11 students. The field study formed part of the learning process, providing students with the opportunity to carry out direct observations, particularly in relation to the conservation of museum collections and cultural heritage areas.

At the Affandi Museum, students observed museum curatorial arrangements, collection management, and conservation practices applied to various collection objects. Through this activity, students were expected to become familiar with different types of museum collections and their handling methods, while also understanding that each object requires a conservation approach tailored to its specific characteristics.

The field study continued with a visit to the Kotagede area. At this site, students observed the cultural heritage landscape and identified various conditions related to preservation efforts, including recognizing cases encountered in the field and understanding possible approaches to addressing them.

Through this series of field activities, students gained an understanding of conservation principles and their application, both in museum contexts and in cultural heritage areas. In addition, the field study introduced fundamental aspects of museum management and curatorial concepts as part of preservation practices.

[Archeology, Muhammad Irsyad]

Amid the overwhelming flow of information, writing is often reduced to a mere technical skill—the ability to arrange words so they read smoothly. Yet in an academic context, writing is fundamentally an intellectual act: a way of thinking, responding, and ultimately taking a position in relation to reality.

In a workshop organized by the Master’s Program in Literature at the Faculty of Cultural Sciences, Universitas Gadjah Mada, Prof. Dr. Aprinus Salam, M.Hum. emphasized that students should not remain confined to the classroom. Ideas, he argued, must be brought into the public domain—into mass media and shared spaces where discourse is exchanged and debated. “Students need to be present in the public sphere through their writing. It is also important to include institutional affiliation as a form of academic responsibility,” Aprinus noted.

There is often a noticeable gap between academia and the wider public. Overly technical language, ideas circulating within limited circles, and a tendency to write merely for assignments can strip knowledge of its broader relevance. This is where the essay finds its significance.

Unlike formal academic writing, essays do not demand rigid structures. They allow space for subjectivity, reflection, and even doubt. Paradoxically, this is precisely where their strength lies—in the courage to take a stance, not merely present data.

However, this freedom is not without direction. Essay writing still requires strategy. There is a long, often invisible process behind it: reading, experimenting, failing, and trying again. Prof. Aprinus illustrated that the journey of writing can be winding—from critiques that fail to “break through” to discovering more nuanced, even ironic ways of expressing ideas.

Writing, then, is not only about the end result, but about the process of finding one’s voice.

One approach offered is to use literary works as a lens for interpreting reality. Fiction is no longer seen as a separate world, but as another way of understanding the real one. From there, writers can build bridges between imagination and concrete social conditions.

Depth, too, becomes essential. In an age that favors speed and superficiality, there is a call to slow down and immerse oneself in a single idea, figure, or perspective until it is fully internalized—not to imitate, but ultimately to move beyond it.

In this session, there was no conventional Q&A. Instead, participants were invited to reflect directly through reviews of the essays they had previously submitted. The feedback may have seemed simple, yet it touched on fundamental aspects: appropriate length, fresh and relevant titles, and the courage to take a clear stance.

What may appear technical, in fact, conceals deeper questions: for whom do we write, and why?

When students begin to write for mass media, they are not merely practicing a skill—they are assuming a role. They step into the public sphere as thinking individuals who do not simply consume information, but actively produce it.

At this point, writing becomes more than just an academic exercise. It becomes a path home—a way for intellectuals to reconnect with the very reality that gave rise to them.

[Master of Arts in Literature, Khotibul Umam]

Yogyakarta, April 1, 2026 – Another remarkable achievement has been accomplished by a student of the Faculty of Cultural Sciences (FIB), Universitas Gadjah Mada (UGM). Alma Syahwalani, a student of the Javanese Language, Literature, and Culture Study Program, has been selected for the Google Student Ambassador (GSA) 2026 program organized by Google Indonesia.

Out of approximately 81,000 applicants from across Indonesia, only 2,000 students were chosen as Google Student Ambassadors for 2026. Alma is among the representatives from Universitas Gadjah Mada and the only student from the Faculty of Cultural Sciences to be selected for this prestigious program. In total, 34 UGM students were selected as Google Student Ambassadors this year.

The Google Student Ambassador program is an exclusive initiative by Google that appoints selected students to represent the company within their campuses. Ambassadors serve as technology leaders and change agents who actively promote the use of digital productivity tools and artificial intelligence innovations, particularly Gemini technology, to support students’ learning and research activities.

Throughout the program, Google Student Ambassadors take on various strategic roles, including organizing workshops, creating AI-based educational content, leading campus technology communities, and assisting fellow students in optimizing the use of Google tools. The program will run for four months, from April to July 2026.

Alma’s achievement is not only a personal milestone but also brings pride to FIB UGM on a national level, particularly in the fields of digital literacy and technological innovation. Her participation is expected to have a positive impact on the campus environment by enhancing students’ understanding and use of digital technology. This aligns with efforts to support the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education through the advancement of digital literacy; SDG 9: Industry, Innovation, and Infrastructure through the application of AI and technological innovation in academic settings; and SDG 17: Partnerships for the Goals through collaboration between higher education institutions and the global technology industry.

[Public Relations FIB UGM]

Yogyakarta, March 30, 2026  – The Faculty of Cultural Sciences (FIB) at Universitas Gadjah Mada (UGM) has once again achieved international recognition. Based on the results of the QS World University Rankings 2026 by Subject, six study programs at FIB UGM have successfully secured positions in the global rankings.

The achievement in the Arts and Humanities field, which is ranked 189th globally, reflects the consistent academic quality of the Faculty of Cultural Sciences (FIB) UGM in the realm of humanities. This accomplishment is further strengthened by six study programs that are also ranked globally, namely Anthropology (ranked 51–100), English Language & Literature (151–200), Modern Languages (151–200), Archaeology (151–200), History (151–200), as well as other fields that highlight FIB UGM’s strength in cultural and humanities studies on a global scale.

This achievement is a source of pride for Universitas Gadjah Mada and further affirms FIB UGM’s position as one of the leading centers for cultural and humanities studies worldwide. The ranking also reflects the contributions of various stakeholders in building a high-quality, innovative, and globally competitive learning ecosystem. This aligns with the commitment to the Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education, which emphasizes the importance of inclusive and excellent higher education.

In its official post on Instagram, FIB UGM expressed appreciation to all members of its academic community who contributed to this achievement. This success is expected to serve as motivation to continuously enhance the quality of education, research, and international collaboration in the future, while also supporting SDG 17: Partnerships for the Goals through the strengthening of global networks.

This achievement further reinforces FIB UGM’s commitment to advancing sustainable knowledge and cultural development that is relevant to global challenges, in line with SDG 11: Sustainable Cities and Communities, particularly in terms of cultural preservation and strengthening community identity.

[Public Relations of FIB UGM, Alma Syahwalani]