When Brian arrived in China at the age of 12 with his family, he faced a challenging beginning.

Leaving the familiar surroundings where he had grown up, Brian had to adapt to the unfamiliar megacity of Shanghai. He spoke only Korean, his native language, and did not understand English or Chinese. As a result, his daily life was challenging. At YCIS Shanghai, he could only communicate with his Korean classmates.

Brian remembers how his teachers, including Ms Priya Williams, had supported him as he was adjusting. "She is a dedicated teacher who genuinely cares about her students. She often stayed in the office until 7 or 8 p.m. She told me that I could meet with her at any time if I needed extra help after dinner."

With help from his parents, teachers, and classmates, his proficiency in English and Chinese rapidly improved. He also expanded his social circle, and made friends with peers from China and other countries. Brian gradually began to understand Chinese society. "China and Korea are geographically close, and our cultures are quite similar," he noted. Brian quickly integrated into his new environment.

Like Brian, Lucas also experienced significant challenges learning new languages after arriving at YCIS Shanghai. For a long time, he struggled to understand his teachers and often had difficulty making sense of his homework assignments.

Lucas, who was already in Year 8 at that time, faced even greater academic pressure. He recalled feeling overwhelmed and often thinking, "I can't do this." However, his parents and teachers always reassured him, encouraging him to believe in himself and do his best.

Although this advice might sound simplistic, Lucas found it incredibly helpful. "It really made a difference," he said. The advice helped him to calm down and realise that, "I actually knew exactly what I was doing—I just needed to believe in myself."

Because Lucas didn't have any Portuguese-speaking classmates, he had to learn English quickly. His teachers and classmates noticed his increased participation and liked his humorous personality. Lucas often filled the classroom and group discussions with laughter.

In addition to external challenges, such as language barriers and the unfamiliar environment, these adolescents experiencing puberty also confronted a range of internal struggles. Adolescence is supposed to be a period for developing self-awareness and an understanding of the world, yet these international students had to navigate adolescence in an environment that felt foreign.

Ryosuke is of Chinese and Japanese descent. He entered YCIS Qingdao in Year 2 and speaks Chinese fluently. Many people ask him questions about Japan, such as, whether he prefers Japanese or Chinese food, and about the differences between Japanese and Chinese cultures. Specialised courses prompted him to reflect on the characteristics of Japanese and Chinese societies, including the economic and political similarities and differences of the two countries.

Many conflicting and complex concepts intertwine in the minds of these teenagers, and present both challenges and opportunities. Throughout their lives, many people have difficulty trying to break free from the constraints of their own identities. These teenagers have already begun to reflect on themselves and their surroundings, and ultimately to shape their own identities.

This is the first, and in many ways, the most crucial step to become a global citizen.

A key aspect of growing up is finding one's own path. No one told these graduates how to do this, but these young people have made choices that have coincided with the expectations of global citizens who care about the well-being of society.

For Ryosuke, curiosity is a driving force. Because of his parents' work, he has been interested in business and politics since childhood. As he reflects on Chinese and Japanese societies, he hopes to understand the underlying factors that influence these countries.

When cryptocurrency was booming, Ryosuke studied papers by Satoshi Nakamoto, the pseudonymous inventor of the cryptocurrency, and conducted his own related research. Fascinated by stocks and the securities market, Ryosuke signed up to participate in an investment strategy competition organised by the Wharton School of the University of Pennsylvania. He has also taken a number of economics and business courses, and plans to major in economics at the university.

Even in subjects unrelated to his major, Ryosuke still dedicates considerable time and energy because of his interests. For example, his teacher once mentioned the stories of Japanese-American poets during World War II. Ryosuke, who has always been interested in literature, wrote a paper analysing how these poets used their poetry to protest the injustices they had suffered. "For me, it was a literary awakening," he said.

Ryosuke likes the situation described by the phrase, "want to do everything but good at nothing." Although some might regard this as a negative, Ryosuke views it as a sign of a life enriched by constant curiosity, and as a foundation for achievement. He hopes to be like Elon Musk, who always has the courage to innovate and make contributions to the world.

Lucas is also preparing to study economics. In addition to economics courses, he has taken computer science and geography classes under his teachers' guidance. This diverse coursework will help him to develop his skills to process and analyse data, and to evaluate various issues from a broader perspective.

Lucas would not have been able to study such courses as a junior or senior high school student in Brazil. In addition to education, Lucas has examined many other differences between Chinese and Brazilian societies, including China's advanced digital economy. "Many aspects of life in Brazil feel quite ‘retro’ by comparison," Lucas remarked.

He often reflects on the significant differences in the economic policies and social patterns between the two countries. These observations fascinate Lucas. He hopes to pursue a career in a field related to economics, perhaps as a policy analyst. He has studied in various countries because of his father's job. "Perhaps I can leverage my background, experiences, and expertise to become a specialist on China or the BRICS countries."

Brian, on the other hand, gradually understood the true meaning of education through his own learning experiences.

Brian struggled academically during Years 7-9. He lacked a clear sense of purpose for his studies, and his motivation often stemmed from peer pressure or the desire to please his parents.

Unexpectedly, one of his teachers asked him to help tutor students in the lower grades. At first, Brian felt indifferent, and even questioned what he was doing when he tutored students who forgot what they had learned the previous day. After continuing day by day, however, he noticed gradual improvements in the students, "Even if it was just a small step forward from D to C." This progress gave him a profound sense of satisfaction and accomplishment—"a feeling that's very difficult to put into words."

After tutoring many students, Brian realised he wanted to pursue teaching as his lifelong career. This decision became the driving force behind his studies: To be a great teacher, one must first be a great student.

"The teachers I had in the Republic of Korea and at YCIS have been incredibly supportive and inspiring. They made me realise that providing positive guidance for children at a young age can make a significant difference in their lives." Brian hopes to become a great teacher and "make a meaningful contribution to the world."

Brian was the president of both the Math Club and the Peer Tutoring Club at YCIS. He also participated in the school's "Train the Trainer" programme, dedicating five to six hours each weekend to teaching workshops and attending educational programmes during school holidays.

These experiences also transformed Brian's approach to learning. Previously, he was more accustomed to the Korean college entrance exam model, in which students need to learn and memorize the information, and then regurgitate it to get good grades. Now, he focuses more on understanding the underlying principles and processes.

After deciding to pursue a career in education, Brian reached out to his teacher Ms Priya Williams to share his decision and seek her advice. "She was pleased with my decision and gave me one piece of advice: Stay patient. As a teacher, you must remain calm and avoid getting angry or impatient. Students often forget what you teach them; it happens every day. It might not click the first time, but perhaps it will by the third time."

Lucas was the drummer for several YCIS Shanghai campus bands and enjoys playing in his spare time. He was active in campus activities, and has frequently participated in off-campus charity performances, using music to comfort others.

For Lucas, playing in the bands is more than just a hobby or a way to relieve stress; it has also taught him valuable skills enabling him to communicate with and understanding others. "As a drummer, I constantly need to listen to what the others are playing, and then adjust my performance accordingly," he explained.

He also launched the "Movember" campaign on campus to raise awareness about men's physical and mental health. He noticed that men frequently keep their issues to themselves. According to data of the World Health Organization, the global suicide rate for men is more than twice that of women.

Ryosuke participates in public service activities to support individuals struggling with depression. He learned from the news that many young people in Japan and China suffer from depression, and that the suicide rate among teenagers has been increasing recently. He also learned that many people are unaware that they have depression, and others do not realise that medical treatment can help to relieve depression. Some people even have a strong sense of shame and avoid treatment altogether.

Ryosuke and his classmates created posters to raise awareness about mental health issues. They wanted to help more people be aware of their problems and to encourage them to seek treatment. Ryosuke also hoped to break down the stigma in society about depression. He also applied his knowledge about behavioural economics to design "sticker blind boxes", which Ryosuke and his classmates sold to raise funds for charities.

When Ryosuke first heard the term "global citizen," he thought it was an impressive but vague concept. He now realises that being a "global citizen" entails a significant commitment: evaluating issues rationally from a broader perspective, transcending identity and nationality, understanding diverse viewpoints, and being willing to contribute to the common good.

Graduation is also a time for farewells.

For those studying at international schools, farewells often seem to be the norm. Brian explained: "Just as you begin to get close to your friends, they leave." While he has felt sad about the many separations, these experiences have also helped him develop the skills to quickly make new, meaningful friendships.

Ryosuke prepared a gift for every classmate who will be leaving. He recently received a message from a classmate who had transferred to another school in Year 8. The classmate shared that he had reread the letters everyone had written to him back then, and felt deeply touched.

Everything that rises will converge in the end. Although farewells are inevitable, these global citizens will certainly meet again someday.