Learning Through the World
Every conversation, every challenge, every story taught me that learning doesn’t end in classrooms — it lives in the way we see, listen, and connect with the world.”
Debate - Learning to Listen Differently
Participating in the World Scholar’s Cup and debate gave me the chance to meet friends from all over the world—each with their own stories, cultures, and values. I still remember the opening ceremony, the sea of waving flags, and the thrill of joining the debate showcase and cultural fair. Every discussion reminded me that a problem never has just one answer.
Debate taught me quick thinking and sharp reasoning, but more importantly, it taught me to listen and understand, not just to reply. Sometimes I had to defend ideas I didn’t personally agree with, but that’s when I realized: debating isn’t only about winning an argument but understanding perspectives.
Through debate, I learned that understanding comes before persuasion.
Every argument hides a story waiting to be understood.
Personal Research — Asking the Right Questions
When I began my personal research, I realized that research is not about collecting facts—it’s a journey to find the right questions. The process taught me patience, independence, and objectivity in evaluating information.
Knowledge changes with the person who seeks it. My research became not just about data, but about how our perspectives shape what we choose to see and understand.
Title: Beyond Proximity: Understanding Children’s Perceived Accessibility to Urban Green Spaces in Vietnam
Abstract
Urban planners increasingly acknowledge that access to green space is essential for children’s health and development, yet a persistent paradox remains: even when parks are nearby, many children do not use them. This study investigates the discrepancy between objective accessibility—measured through physical proximity—and perceived accessibility, defined as the felt potential to reach and engage with public green space. Through a systematic literature review of 30 peer-reviewed studies published between 2010 and 2025, the paper synthesizes empirical and theoretical evidence across four dimensions: physical/environmental, social, individual, and cultural/contextual.
Findings reveal that children’s access to green spaces is shaped less by spatial distance than by a combination of route safety, parental mediation, peer presence, personal competence, and cultural norms surrounding childhood and public behavior. Poor pedestrian infrastructure, traffic hazards, and lack of amenities often neutralize the benefits of proximity, while visible guardianship, shaded routes, and well-designed play features transform slightly farther parks into perceived safe havens. In rapidly urbanizing Asian cities such as Hanoi, high population density, intensive parenting cultures, and limited land availability amplify these perceptual barriers, making the integration of children’s perspectives in planning decisions particularly urgent.
The study concludes that bridging the gap between mapped proximity and lived experience requires planners to measure accessibility as children experience it—through indicators of safety, comfort, autonomy, and belonging. Policies that combine child-safe network design, participatory audits, and culturally sensitive programming can convert theoretical access into real, everyday use. By reframing green space accessibility around perception rather than geometry, cities can create environments where every child not only lives near nature but can genuinely reach and inhabit it.
Title: Mental Health Policies in Vietnam: A Critical Analysis of Disability Rights and Social Equity since Đổi Mới Reforms
Abstract:
1. Objective:
This study analyzes the evolution of mental health and disability rights policies in Vietnam since the Đổi Mới reforms in 1986, with a specific focus on disability rights and related mental health policies. By tracing the timeline of policy development, identifying challenges in implementation, and examining the influence of social attitudes and international standards, this study explores how these changes have shaped access to mental healthcare, service quality, financing, public perception, and the broader pursuit of social equity in Vietnam.
2. Methods:
This study adopts a critical and interpretive policy research approach to examine the development of Vietnam’s disability rights and mental health policies since the Đổi Mới economic reforms. This method allows for the exploration of how policies are shaped by broader socio-political and historical contexts, how they are interpreted and implemented by various
actors, and how they affect marginalized populations.
3. Main findings:
The main insight from this research is that the persistence of medicalized language and coercive provisions alongside rights-based legislation has produced ambivalent outcomes. On paper, individuals are recognized as rights-bearing citizens, yet in practice they may still be subject to compulsory treatment, guardianship, or exclusion. However, the introduction of social protection programs, community-based mental health care, and the professionalization of psychology open new opportunities for inclusive participation and recognition.
4. Conclusions:
Future research should examine how reforms unfold at the local level, such as at health stations, social welfare offices, and families. Comparative work across ASEAN countries could also highlight alternative models of care and governance that Vietnam might draw on. Further studies should also investigate participatory policymaking, stigma reduction, and the design of inclusive
digital health platforms. In conclusion, this study highlights the importance of reframing mental health not only as a medical concern but as a question of rights and social equity. Sustained investment, stronger enforcement, and greater inclusion remain essential if Vietnam is to fully recognize and build a more inclusive mental health system.
Competitions — Turning Ideas into Action
Competitions taught me that knowledge means little until it meets reality.
 |  |  |  |
|---|---|---|---|
 |  |  |  |
Through competitions in business, government, and policy, I learned to turn theory into practical solutions—to make ideas work. These experiences taught me that learning doesn’t just happen in books, but through applying what we know to solve real problems.
Competing in international environments challenged my adaptability, teamwork, and leadership. It pushed me to think critically across cultures, to collaborate under pressure, and to turn knowledge into meaningful action
Internship — Seeing the World Through Words
My internship at The World & Vietnam Report opened my eyes to how language shapes perception. I didn’t just learn to write—I learned to observe: to notice the details others might miss, and to find the story behind every person or event.
Working in journalism demanded precision, empathy, and sensitivity to tone. From covering international news to interviewing guests, I learned to adjust my voice to fit different political or cultural contexts.
Beyond writing, I grew through daily interactions with reporters, diplomats, and editors. Those conversations taught me that communication is not just about words—it’s about respect, timing, and cultural awareness.
Journalism taught me to see: to read between the lines, to synthesize information quickly, and to understand how knowledge and language together shape human understanding.
