How Academics Change Across The Equator

Let's start with high school: growing up in Houston, Texas, the only schooling I knew was huge sports teams, 20–40 students per class, and extracurriculars on top of everything, all meant to make a difference. I was stressed, but I had adapted to the fast-paced life. Then, at a university in a city like Chicago with about 16,000 students, I found the same environment.

Naturally, coming from this background, I learned to juggle a heavy course load, multiple clubs, volunteering, research, and more. I had heard that Kiwis, or New Zealanders, lived the “chill life,” but I never knew the extent. What surprised me most was that this relaxed attitude also extends into the academic environment. Compared to the American education system I was used to, university courses in New Zealand have given me much more flexibility in how I manage my time.

At first, I thought this would be perfect.

And in a lot of ways, it is.

For someone who saved and planned for a study abroad trip, fewer academic obligations can create many opportunities. You can travel, explore Auckland, join clubs, meet people, volunteer, or even get involved in research. In my case, the extra time let me work in a research lab at the University of Auckland, which has become one of the most meaningful parts of my time abroad.

But there is another side to having all of this free time.

Before this experience, I couldn't work during the summer before my trip, so I didn't have the same financial flexibility to travel every weekend. While some of my friends could spend their free time planning trips around New Zealand, I often had to stay closer to Auckland and save my money. When my friends were studying or traveling, I sometimes had hours of free time and not much to fill them.

For someone like me, used to always having something to do, that was harder than I expected.

The extra time gave my anxiety more room to grow. At home, my schedule is usually packed with classes, clubs, volunteering, research, and other responsibilities. Here, I suddenly had to get comfortable with having less to do. I realized being busy had become more than just my schedule; I had gotten used to it.

So, let me explain how the courses are actually structured.

First, you can generally take only four classes, or 60 points (NZ) or 15 credit-hours (U.S.), per semester unless you have extraordinary circumstances and submit a plan to the university explaining how you can handle more. For the semester I am taking classes, course availability can also be challenging because of the way the academic calendar works. Many courses are offered in particular semesters or stages, which can limit your options.

With the four classes chosen, most meet only twice a week: a main lecture and, depending on the course, a tutorial. Like in the States, labs are included for classes that require them. Main lectures usually last about two hours, while tutorials are generally about an hour. For me, this means I have no classes on Tuesdays but three on Thursdays.

Another major difference is the grading system. A large portion of your grade may come from a midterm and final exam, although this varies by course. The rest may come from assignments, labs, papers, or other assessments. And one of the biggest differences?

They do not really do homework.

I repeat: they don't use homework the way I was used to in the United States.

While this can be great for some students, it also means you have to manage your own time. If you struggle with time management or test-taking, the structure can be challenging because you may not have weekly assignments constantly reminding you to stay on track.

For me, this has been one of the biggest adjustments of studying abroad. I came to New Zealand expecting the relaxed academic environment to mean less stress. Instead, I learned that having less academic pressure does not automatically mean having less anxiety. Sometimes, having more free time simply means having more time to think.

But I also don't want that to overshadow the incredible opportunities this structure provides.

The flexibility of my courses has let me experience parts of New Zealand I might not have had time for otherwise. It has allowed me to get involved in research, explore Auckland, learn about Māori culture, meet people from different backgrounds, and figure out what I actually enjoy when I am not constantly rushing from one responsibility to the next.

Ultimately, whether this academic structure is ideal depends completely on the student. If you want every hour of your day planned, you may find it difficult. If you want the freedom to build your own experience, it can be amazing.

For me, the biggest lesson has been that I don't need to fill free time immediately. Sometimes, it is a chance to slow down, figure out what I need, and experience life outside my usual routine.

And honestly, that's probably the most “Kiwi” lesson I've learned so far.