Strategies for Self-Identity Education and the Utilization of Narrative Self-Writing for Foreign Students

This study addresses the challenges of prioritizing the quantity of foreign students over the quality of education at Korean universities. These challenges include academic underachievement, increasing dropout rates, and difficulties in adapting to university life. To address these issues, the study emphasizes the need for self-identity education, which supports foreign students in understanding themselves and clarifying their goals and values in unfamiliar environments. Self-identity is closely associated with narrative identity, which involves understanding and expressing the relationship between oneself and others in a narrative form. Based on this theoretical framework, this paper proposes a method for utilizing self-narrative writing to support the identity formation of international students. Self-identity education is an essential process that helps foreign students adapt to university life, build academic motivation, and foster self-confidence for growth. Specifically, narrative writing activities enable students to reconstruct their experiences and emotions, promoting self-reflection and discovering the meaning of academic and personal growth. Thus, this study highlights the potential of university writing education as a tool for personality development and the adaptation of foreign students.