Rethinking Success: How Study Abroad in Edinburgh Changed My Academic Path

When I arrived at the University of Edinburgh in the fall of 2024, I expected my study abroad experience to feel like a variation of what I already knew. I looked forward to new surroundings and perspectives, but I assumed that academically, I would adapt quickly. It didn’t take long to realize that studying in the UK would challenge my understanding of what it means to succeed as a student. 

More freedom, fewer assessments 

One of the most immediate differences was academic structure. Compared to my home university in the U.S., classes were larger and far less guided. There were no regular homework assignments or frequent, low-stakes grades. Instead, most classes were assessed through a small number of essays and final exams.  

At first, this felt liberating. Without constant deadlines, I had more control over my time. But that freedom quickly became overwhelming. Without consistent feedback, it was difficult to tell whether I was meeting expectations until major assignments had been submitted. 

Redefining success 

Grading required another adjustment. In the U.S., I was used to aiming for scores in the 90s. In Edinburgh, I learned that 70 percent is considered an A. While that initially seemed reassuring, I soon realized how challenging it was to achieve.  

My first essays did not perform well, and the feedback I received was more direct and critical than I was used to. It was frustrating to see my usual strategies fall short. For the first time, I had to confront the reality that the habits that once defined my success were no longer effective. 

Studying in this new environment pushed me to develop skills I would not have gained otherwise.

Learning to adapt 

Rather than becoming discouraged, I began to adjust. I paid closer attention to feedback, even when it was difficult to accept, and used it to guide my revisions. I shifted my writing approach to focus more on critical analysis, clarity, and independent thinking. I also had to become more self-directed. Without the structure of frequent assignments, I learned to manage my time more intentionally and take ownership of my progress.  

Over time, my work improved—but more importantly, so did my confidence in navigating an unfamiliar academic system. 

Lessons that last 

By the end of the semester, I understood that these challenges were what made the experience so meaningful. What once felt unfamiliar had become a source of growth. Studying in this new environment pushed me to develop skills I would not have gained otherwise.  

Now, as I prepare to return to the UK to pursue my master’s degree at University College London, I feel prepared in a way I never expected. My time in Edinburgh gave me the tools to adapt, think critically, and approach my education with greater independence. 

My time in Edinburgh showed me that growth often comes from discomfort.

Finding direction 

Studying abroad did more than expand my academic experience—it reshaped my future. What began as a challenging semester ultimately gave me the clarity and confidence to take the next step in my education. I learned that growth often comes from discomfort. By stepping outside of what was familiar, I discovered not only how to succeed in a new environment, but also where I want my academic path to lead. 

Lauren T. | Lafayette College | University of Edinburgh, Scotland | Fall 2024