From Curiosity to Korea

When I speak with students about South Korea today, I notice that their interest is very different from what it was a few years ago. For many students, Korea may have first entered their lives through Korean dramas, K-pop, food, fashion, technology, or social media, but for a growing number of young people, that initial curiosity has developed into a much deeper interest in learning the Korean language, studying in Korea, experiencing Korean society, building international connections, and exploring academic and professional opportunities. As an instructor at The Korean Academy, I have had the opportunity to see this development personally, and what is particularly meaningful to me is seeing students move from simply being interested in Korea to actively preparing themselves to become part of its academic and cultural environment. The numbers also show that this is not simply a small or temporary trend. According to South Korea’s Study in Korea statistics, the number of international students in Korean higher-education institutions reached 253,434 in 2025, compared with 91,332 in 2015, meaning that the international student population has increased substantially over the past decade. The 2025 total included students pursuing undergraduate and junior-college education, master’s and doctoral degrees, as well as a significant number of international learners enrolled in Korean-language training programs. Nearly 59,000 international students were studying in Korean-language training programs in 2025, which is particularly interesting from the perspective of a Korean-language instructor because it shows that language learning itself has become an important part of the international education pathway to Korea. The global demand for Korean is also expanding. In 2025, approximately 239,000 learners studied Korean through King Sejong Institutes around the world, more than double the number recorded in 2020, demonstrating how Korean-language education has developed into a genuinely international field of learning. The influence of Korean popular culture is certainly one part of this story, but I believe it is only the beginning of the journey for many students. A student may first discover Korea through a drama or a song, but after that first point of contact, they may become curious about the language, history, society, education system, food, traditions, universities, technology, and everyday life of the country. This progression from entertainment to curiosity, from curiosity to language learning, and from language learning to education or travel is something I have seen repeatedly among students. It is also important to remember that students are not attracted to Korea for one single reason. Some are interested in Korean universities and research, some want to learn Korean, some are motivated by culture, some are looking for international exposure, some are interested in career opportunities, and others simply want to experience life in Korea for themselves. The desire to visit Korea is also reflected in international survey data, with visiting Korea being one of the most highly desired Korean-related experiences among respondents in the 2025 Overseas Hallyu Survey. Tourism has also reached historically high levels, with South Korea recording approximately 18.9 million foreign visitors in 2025. At the same time, we should not look at the Korean Wave only as entertainment because its influence can extend into education, language and international mobility. The growing number of international students and Korean-language learners suggests that people increasingly want to move beyond watching Korea from a distance and actually experience it. I have seen this especially clearly among students from India. Over the years, many students from India have worked towards coming to Korea for their studies, and I have personally had the privilege of helping students understand the language, prepare academically, navigate opportunities, and take steps towards their goals. Many of my own students are right now studying in Korea through different forms of financial support and scholarship opportunities, including the Global Korea Scholarship, commonly known as GKS, the POSCO scholarship, KOICA-related opportunities, and other university and institutional scholarships, while some have also been able to pursue their studies through funding provided directly by professors and research groups. Seeing students whom I have taught eventually reach Korean universities and research institutions is one of the most rewarding parts of being an instructor because it shows that language learning can become much more than learning vocabulary and grammar; it can become a bridge to education, research, professional development and international experience. At the same time, it is important to understand that scholarships such as GKS, POSCO and KOICA, university scholarships, and professor-funded opportunities each have their own eligibility requirements, selection processes and conditions, and receiving one is never automatic simply because a student knows Korean. What matters is that students prepare themselves carefully, develop strong academic profiles, understand the opportunities available to them, and learn how to present their goals clearly. This is one reason I believe Korean-language education has become increasingly important. Language is not simply a communication tool; it can give students a deeper understanding of Korean society, help them participate more confidently in everyday life, and in some cases support their academic and professional journey. When a student begins with Hangul and gradually reaches the point where they can understand lectures, communicate with professors, interact with Korean students, read academic information, and navigate daily life independently, the value of language becomes much more visible. For me, the growing interest in South Korea shows something larger about today’s students. Young people are increasingly looking beyond the traditional boundaries of education and are searching for international experiences that combine learning, culture, technology, community and future opportunities. South Korea has become one of the countries that many students want to understand more deeply, and for some, that interest eventually becomes the decision to study, conduct research, build professional connections or spend an important part of their lives there. In my experience, the most meaningful part of this journey is not simply seeing students say that they want to go to Korea; it is seeing them take practical steps towards that goal, learn the language, prepare their applications, apply for scholarships, contact universities and professors, and eventually reach Korea. Some of my students are already here today, studying through scholarships such as GKS, POSCO, KOICA and other opportunities, while others are pursuing professor-funded research and university-supported study. Their journeys are different, but they all demonstrate how curiosity can grow into learning, learning can grow into opportunity, and opportunity can create meaningful international connections. So when we ask why so many students want to come to South Korea, I think there is no single answer. Korean popular culture may be the starting point for some, education may be the motivation for others, and career, research, language, travel or personal curiosity may be the reason for someone else. What matters is that more students are moving from simply consuming Korean culture to actively engaging with Korea through language, education and experience. For me as an instructor at The Korean Academy, that is perhaps the most meaningful part of this growing movement: helping students turn an interest in Korea into something real, practical and achievable, and then watching some of them eventually make their way to Korean universities, research institutions and communities. Mr. Gurpreet, Instructor, The Korean Academy.