Hello, I’m Zhi Zheng, otherwise known as ZZ, and I was one of two students in Malaysia accepted to MIT in 2024. I’m currently a junior, studying physics and computer science. Before coming to MIT, I earned 8 A grades and 1 A in my Cambridge IGCSE examinations*, followed by four A grades in Cambridge A-Levels in Mathematics, Further Mathematics, Chemistry, and Physics*. I also represented Malaysia at the International Olympiad on Astronomy and Astrophysics (IOAA), where I won a gold medal in 2023, and at the International Physics Olympiad (IPhO), where I earned a silver medal.
My path into STEM, however, was shaped by more than academic competitions. From building electronics projects in high school to mentoring younger science Olympiad participants, I have consistently been drawn to understanding how things work, learning through experimentation, and helping others develop the same curiosity.
Growing Up in Penang
I grew up in Penang, Malaysia, a small island off the country's northwestern coast. Penang might be less well-known internationally than Kuala Lumpur, but it has great food, great weather, and, most importantly, great people.
I grew up in a predominantly Chinese-speaking community, so I speak English, Chinese, and Malay. Coming to university with that multilingual background has made it easier to connect with people from different parts of Asia, especially at MIT. I’ve made friends from China and Taiwan, and Indonesian and Singaporean students often share familiar languages and cultural experiences with me.
How I Found My Way Into STEM
My interest in STEM began with making things: in high school, I joined an electronics club where we built projects on weekends. I eventually began planning activities, which meant I often had to learn how to make something before teaching other students how to do it themselves.
Before AI tools became commonplace, much of that learning came from online tutorials and websites like Instructables. I learned how to make websites and even built an Arduino-based alarm clock. What drew me to this process was the opportunity to research an unfamiliar concept, apply what I had learned to a practical project, and then share that knowledge with someone else. My high school, INI International College Penang, also had a well-equipped makerspace, which gave me access to tools and opportunities that I recognize were a privilege. A dedicated place to experiment made a significant difference in my development.
My interest in physics emerged through a different route: astronomy. One day, my chemistry teacher put up a poster advertising an online astronomy competition. On a whim, I signed up and eventually qualified for the International Olympiad on Astronomy and Astrophysics (IOAA). In 2023, I won a gold medal at the IOAA and a silver medal at the International Physics Olympiad (IPhO), representing Malaysia at both competitions.
Through astronomy Olympiads, I met students involved in physics Olympiads, which encouraged me to explore physics more seriously. I even got a telescope! These experiences helped transform my initial interest in astronomy into a broader interest in understanding the physical world.
Alongside my own academic pursuits, I became involved with the Association of Malaysian Alumni of the International Science Olympiads (AMISO), an organization that brings together former science Olympiad participants to support science education in Malaysia. Through AMISO, I helped organize a national experimental science competition, preparing experimental kits and other materials for students.
I particularly enjoyed the hands-on aspects of science education. I wanted to help bridge the gap between mathematical and theoretical concepts and the experience of actually building something or conducting an experiment. Through AMISO, I also began mentoring Physics Olympiad participants and helping train students for competitions.
One of the most rewarding parts of teaching is seeing the moment when a difficult concept finally clicks for someone. I know how challenging it can be to work through an unfamiliar idea, and helping another student reach that understanding can be just as fulfilling as figuring it out myself.
Applying to MIT — Twice
MIT was not originally part of my plan. Before attending the International Astronomy Olympiad, I had mostly imagined studying in the United Kingdom, Singapore, or Taiwan. Then I met some American students at the competition who were talking about MIT applications. I remember wondering what MIT was and whether I was already too late to apply.
I went home and started researching. I read past interviews and student blog posts to learn more about the university, its academic environment, and the experiences of its students. I did not know many people I could ask for advice, so these online resources became an important starting point. I applied for the first time during my junior year of high school, when I was waitlisted and eventually rejected during the regular decision cycle. The following year, I applied again and was accepted early.
Looking back, my experience taught me that applying to a university can begin with something as simple as discovering that the option exists. I had not planned on going so far from home, but learning more about MIT made me curious enough to try.
When preparing my application, I knew my Olympiad achievements would be among the strongest parts of my academic record. However, I also wanted to communicate what I had done beyond the competitions themselves. Through AMISO, I had found a community of people who shared my interests, and I had the opportunity to help younger students develop their own scientific skills.
That experience had become an important part of how I understood my interests. I enjoyed physics and mathematics, but I also enjoyed building things, sharing knowledge, and creating opportunities for others to learn. I wanted my application to reflect that combination rather than only the academic results I had achieved.
Adjusting to a New Academic Environment
Coming to MIT meant adjusting to a different academic culture. One thing that surprised me was how much freedom students have. At MIT, there is so much flexibility that it can almost feel intimidating. You can explore subjects outside your major, try new activities, and decide what kind of education you want to build for yourself.
During my freshman year, I took courses in circuits, quantum physics, ethics, and chemistry. I could explore different fields based on my interests, including a course about the materials science of coffee. That freedom encouraged me to think beyond a predetermined academic path and consider what I actually wanted to learn.
At the same time, arriving at MIT meant adjusting to an environment where many students had extraordinary academic backgrounds of their own. Initially, I experienced some imposter syndrome when I met people who seemed to be taking advanced courses or pursuing ambitious projects long before I had considered doing the same.
Eventually, I realized that constantly comparing myself with other students was not particularly useful. I had my own interests and experiences, and I could choose courses because I genuinely wanted to understand the material rather than simply because they seemed difficult or impressive.
That shift helped me appreciate one of MIT’s greatest advantages: the ability to pursue an education shaped by curiosity rather than by a single definition of academic achievement.
What Does a Week at MIT Look Like?
My freshman year was a period of exploration. Alongside my classes, I visited makerspaces, attended club meetings, explored the Boston area, and spent time with friends.
One of my favorite parts of the MIT experience has been the opportunity to work with my hands. A circuits lab, for example, could take three hours and involve troubleshooting problems with actual hardware. This reflects MIT’s motto, mens et manus, meaning “mind and hand”: the idea that intellectual understanding and practical application complement each other.
Outside class, I explored woodworking, laser cutting, stained glass, and glassblowing. I even made small glass objects, including a pineapple and a turtle. These activities gave me another way to experiment with materials and techniques, much like the electronics projects that first drew me into STEM.
As I have progressed through university, my schedule has become more academically focused. However, I still value the flexibility to explore interests outside my major. For me, the ability to combine rigorous coursework with practical experimentation is an important part of what makes MIT distinctive.
Finding Community Far From Home
For me, the people are what make MIT special. You can find lectures and academic resources online, but learning alongside other people, working through difficult problems together, and building friendships are experiences that are much harder to replicate elsewhere.
Moving from Malaysia to the United States also meant getting used to everyday differences. The cost of food was a shock: a decent meal could cost around twenty dollars, compared with only a few dollars back home. Despite arriving in August, I was also surprised by how chilly it could feel.
Of course, I missed Malaysian food and the people I had grown up around. To build a little piece of home on campus, another Malaysian student and I started a Malaysian Students Association. Our first gathering gave Malaysian students an opportunity to meet, share food, and talk about life at MIT.
International students also have opportunities to meet one another before the main orientation begins. Those early days can help people build a support network with others navigating similar transitions. For me, connecting with other international students has been an important part of adjusting to life so far from home.
Being away from Malaysia has also changed how I think about home. I still miss the food and familiar surroundings, but I have realized that a significant part of what I miss is the community. Being able to recreate some of that community at MIT has helped make an unfamiliar place feel more familiar.
What I Would Tell Students Considering MIT
My biggest piece of advice is to research a university’s culture, not just its reputation. Look at the courses students take, the flexibility they have, and the kinds of communities they build. Consider whether the academic environment will allow you to explore your interests and whether the people there are the kind you would want to learn alongside.
I would also encourage students to reach out to current undergraduates. When I was applying, online interviews and blog posts helped me understand MIT better. If you find a student whose experiences interest you, consider sending them an email. Many students are happy to share what they know, and a conversation can reveal things about a university that you would not discover from its website alone.
For international students in particular, I would encourage thinking about long-term goals alongside academic interests. The transition to another country involves more than choosing a university: immigration requirements, future career opportunities, and the possibility of pursuing graduate study can all affect your plans. Understanding these considerations early can help you make a more informed decision.
Most importantly, try to understand what you actually want from college. It is easy to focus on how impressive a school sounds or how difficult its courses are, but the right environment should give you room to learn, experiment, make things, and discover new interests.
Since arriving at MIT, I have found that some of the most meaningful parts of my education have come from following my curiosity, learning by doing, and helping other people discover what they can do, too.
