“The Journey of A Student Towards an Uncertain Future” Arman was a young student from a developing country who dreamt of studying abroad. From an early age, he realized that education was not merely about passing examinations, but rather about acquiring the skills necessary to survive in an increasingly competitive world. His father, a government employee with a limited income, often reminded him that knowledge was the only asset that could never be stolen. In his final year of high school, Arman faced a dilemma. On one hand, he wanted to study environmental science because he was deeply concerned about climate change, pollution, and the depletion of natural resources. On the other hand, his relatives continuously advised him to pursue medicine or engineering, as those professions were considered more prestigious and financially rewarding. This conflict reflected a broader issue in many societies: the tension between personal passion and social expectation. Nevertheless, Arman decided to apply for a scholarship in the United Kingdom. Preparing for the IELTS exam became his daily routine. He practiced listening to podcasts on globalisation, healthcare, and modern technology. He also wrote essays on topics such as whether governments should invest more in renewable energy or if space exploration was a waste of taxpayers’ money. Through this process, he gradually built up his vocabulary with words like “sustainable,” “inevitable,” “inequality,” and “innovation.” However, the journey was not without obstacles. His town frequently suffered from power cuts, which made online practice extremely difficult. Moreover, the local internet speed was so slow that downloading a single lecture sometimes took more than an hour. These circumstances forced him to visit a public library, where he not only found peace but also developed a habit of reading research articles, journals, and newspapers. This exposure broadened his perspective and taught him the importance of critical thinking, time management, and resilience. One day, while practicing a mock speaking test, Arman was asked a question: “Do you think modern technology has made our lives better or worse?” He answered confidently: “Technology has undoubtedly transformed human life. It has improved healthcare through advanced medical equipment, facilitated communication via instant messaging, and enhanced education with digital platforms. However, excessive reliance on technology has also created problems such as social isolation, cybercrime, and reduced physical activity. Therefore, I believe the impact of technology is a double-edged sword, and individuals must learn how to strike a balance.” The examiner smiled and gave him constructive feedback. That day, Arman felt a sense of progress. Despite his dedication, financial challenges remained a constant barrier. His parents could hardly afford the high tuition fees of foreign universities. Yet, Arman never lost hope. He began writing to charitable organisations, NGOs, and even influential philanthropists. In his letters, he highlighted how investing in a student like him would not only change his future but also contribute to the sustainable development of his community. Meanwhile, his hometown was experiencing rapid urbanisation. Skyscrapers were replacing green fields, and shopping malls were expanding at the cost of agricultural land. Arman noticed that the younger generation was adopting Western lifestyles, which created a cultural gap between them and their grandparents. Festivals that once represented tradition were now celebrated more for social media popularity than for genuine cultural appreciation. These observations inspired him to write an essay titled “The Consequences of Globalisation on Local Identity.” Months passed, and the day of the IELTS exam finally arrived. The listening section contained recordings of academic lectures on artificial intelligence and discussions about environmental policies. Thanks to his consistent practice, Arman managed to follow the fast accents and tricky multiple-choice questions. In the reading section, he encountered passages about the history of transportation, the psychology of consumer behaviour, and the benefits of multilingualism. By applying strategies such as skimming, scanning, and identifying paraphrases, he completed all questions within time. The writing task was challenging yet familiar. Task 1 required him to describe a graph about the rising proportion of renewable energy in Europe between 1990 and 2020. He wrote: “Overall, it is evident that the use of renewable energy sources experienced a significant upward trend, particularly wind and solar power, whereas the reliance on coal gradually diminished. This indicates a clear shift in government policy towards sustainable alternatives.” For Task 2, he had to discuss whether higher education should be free for everyone. He argued both sides: On one hand, free university education could ensure equality, reduce unemployment, and promote innovation. On the other hand, it could place an excessive financial burden on governments and potentially reduce students’ motivation. In conclusion, he proposed a balanced approach, suggesting partial government funding combined with scholarship opportunities for underprivileged students. After weeks of waiting, his results were released: Overall Band 8.5. He was overjoyed. This score not only opened doors to top universities but also boosted his self-confidence. His parents cried tears of joy, and his teachers praised his perseverance. Yet Arman knew this was just the beginning. Moving abroad would bring both opportunities and challenges. He would have to adapt to a new culture, overcome homesickness, and compete with students from around the world. Still, he believed that education abroad would equip him with the skills necessary to tackle global issues such as climate change, technological inequality, and public health crises. In his farewell speech at school, Arman said: “Dreams may seem distant, but with determination, resilience, and the right support, they can become reality. My journey proves that even students from small towns can reach international standards if they are given equal opportunities.” The audience applauded, not merely because of his achievement, but because his story symbolised the universal struggle for knowledge, progress, and a better future.