In this blog post, I will summarize the characteristics of engineering education I experienced as an exchange student at RWTH Aachen University in Germany, along with my reflections on the experience.

My Experience as an Exchange Student at RWTH Aachen University

Last semester, I had the opportunity to study engineering in Germany as an exchange student for one semester. Before being sent as an exchange student, I assumed that the German education system would not differ significantly from Korea’s, but my semester in Germany served as a catalyst for reshaping my perception of engineering. The university I attended was RWTH Aachen University in Germany, a technical university particularly renowned for its automotive engineering program. Although it was only a short semester, there weren’t many international exchange students, so I was able to meet German friends frequently and had many opportunities to interact and share stories with them. I also met Korean students currently studying at RWTH Aachen University and heard their perspectives on engineering and engineering education.

A School Without a Designated Exam Period

When I checked the schedule and attended the classes I wanted, the thing that surprised me the most was that there was no designated exam period. In the Department of Mechanical and Aerospace Engineering at Seoul National University, where I am currently enrolled, there are usually various exams ranging from the second to the fourth round. The exam scope varies depending on the professor’s discretion, and exam dates are typically announced one or two weeks in advance. While there is relatively more free time at the beginning of the semester, most engineering students become busy as midterm and final exam periods approach. It becomes common for exam schedules to overlap or for project course meetings and assignment deadlines to coincide, and once exams are over, students are often exhausted from immediately diving into homework, reports, and projects. This cycle repeats until the end of the semester, so engineering students generally finish the semester in a constant state of busyness and fatigue.
However, RWTH Aachen University was different. The biggest difference was that students could see the exam schedule in advance when registering for classes, and exams were sometimes held during breaks rather than during the semester. Of course, exams could be taken even outside of breaks, but the advantage of being able to plan ahead and balance studying with rest was significant. Knowing the exam schedule in advance allowed for sufficient time to focus on each exam, and I felt a sense of accomplishment knowing I fully understood the material I had studied.
Every system has its pros and cons, but through RWTH Aachen University’s exam system, I realized that there is such a thing as a student-centered approach to engineering education. I came to believe that the ability to manage one’s own time is an important quality for engineering students, and that it is necessary to learn how to set plans autonomously and take responsibility for them. Germany’s engineering education system seemed to help foster this autonomy.

Textbooks and Exams Unlike Typical Engineering Course Materials

The most surprising thing when I attended my first class at RWTH Aachen University was the textbook. At Seoul National University, while some professors use their own materials or presentation slides, most classes are centered around a standard textbook. In contrast, at German universities, professors create and use textbooks under their own names. Even if the textbook was brief, the system allowed professors to autonomously structure the scope and content to be covered over the semester. Consequently, even though it was an engineering class, I encountered a textbook for the first time in my life that contained almost no equations and was filled with explanations.
In Korea, major textbooks are usually packed with equations, and sometimes I would lose my bearings, wondering whether I was solving problems just to work out the equations or if it was a process to calculate something. However, in Germany, the textbooks themselves focused on explaining where the content was needed and how it could be applied. There were problem-solving classes as well, but they focused on studying the concepts learned in class and mastering the method of solving problems based on those concepts.
Since the previous year’s exam questions were made public, there was no need to ask upperclassmen for them, and the exams were structured to assess comprehensive understanding of the material and problem-solving skills rather than testing concepts that are difficult to prepare for in advance. Experiencing this teaching method made me realize that engineering could be learned in this way, which felt refreshing.

It was also significant that the key evaluation factor was whether I had a solid understanding of the concepts, rather than being tied to numerical calculations.

Hands-on learning and free discussion

The most memorable class was the lab. Since I went as an exchange student during my first semester of senior year, I had already taken some major courses and was able to compare the theories I had learned with the lab sessions. While studying automotive engineering at Seoul National University, I had only read about how electric vehicles produce less noise and vibration during operation, but at RWTH Aachen University, I was able to experience this firsthand by driving an electric car built by the university on a track. I also had the opportunity to drive various types of Mercedes-Benz trucks and buses, allowing me to compare the characteristics of each vehicle. Even without a driver’s license, I was able to drive a Mercedes-Benz truck weighing over two tons, experience a manual transmission, and understand how it works.
At Seoul National University, visits to laboratories are typically limited to writing research papers, showing high school students around, or conducting interviews for articles; however, in Germany, I was given the opportunity every week to observe new technologies and equipment in factory-like laboratories, listen to explanations, and experience them firsthand. It was also meaningful to have the opportunity to visit and conduct hands-on training at renowned German automotive companies like Mercedes-Benz and parts manufacturer Bosch for an entire week. As a manufacturing powerhouse, Germany invests heavily in engineering, and I found the atmosphere of free research and experimentation particularly appealing. I was also impressed by how German engineering students exchanged opinions with professors as equals and engaged in open discussions.

The Atmosphere Among Engineering Students: A Contrast to Korea

Generally, engineering students tend to project anxiety about the future through a somber atmosphere and serious demeanor. However, the German friends I met were different. Although there is a perception in Germany that engineering education is difficult and requires a long period of study, the students took pride in this. It was impressive to see them discussing their studies and future over dinner and pursuing their academic work with joy despite the challenges.
It made me realize that social perceptions and the academic environment can influence one’s passion for learning. A social atmosphere that acknowledges and respects challenging academic disciplines serves as a source of strength for engineering students, and they use this pride as a driving force to focus on their studies. I also remember how many friends encouraged me when I first arrived in Germany and told them I was majoring in mechanical engineering. In Korea, I had mostly received concern mixed with worry regarding engineering students, so this was a bit surprising yet also made me feel good. It made me wonder if more students would want to major in engineering if they were studying in such an environment.

Reflections on Germany’s Engineering Education System

As I experienced this engineering education firsthand, I became curious about how Germany came to adopt this approach. Of course, I haven’t conducted in-depth research on German educational theory, but I can make some educated guesses based on what I’ve observed and felt. Germany’s history of engineering and natural sciences is far longer than Korea’s, and the country has undergone diverse experiences and developments over many years.
What prompted me to think about these reasons was a visit to the Mercedes-Benz Museum in Stuttgart, Germany. Mercedes-Benz is a world-renowned automobile manufacturer, and at the time, I had expected to see only car models from different eras on display. However, the seven-story exhibition hall showcased not only the history of the automotive industry but also the history of Germany itself—from the first automobile and car engines to the company’s founding, the two wars and bombings Germany endured, and its subsequent recovery. Seeing this, I realized that the long history of German engineering is firmly established.
I also came to believe that the diligence and industriousness of the German people, along with the horizontal thinking cultivated from a young age, likely served as the foundation for the development of their engineering education. Experiencing Germany’s engineering education system firsthand—which differs from that of Korea—and understanding their educational methods has greatly contributed to my learning.