Syamil bin Ahmad SyakirMohammad Asrif Bin Mohd HalimMuhammad Farish Baariq Bin Mohd Farhan2025-11-192025-11-192025Syamil Ahmad Syakir, Mohammad Asrif Mohd Halim, Muhammad Farish Baariq Mohd Farhan. (2025). Learning Habits and Daily Routines of Gifted and Talented Students in South Korea: Insights for Holistic Education. Insan Junior Researcher International Conference & Innovation (IJURECON) 2025, 324–328. https://raudahusim.sharepoint.com/:b:/s/USIM-eDocs/EfVkn9zP4m9HniZRvI2XhQMBlU12RcfdxRZHlzdrKyiznQ?e=syZY7bhttps://raudahusim.sharepoint.com/:b:/s/USIM-eDocs/EfVkn9zP4m9HniZRvI2XhQMBlU12RcfdxRZHlzdrKyiznQ?e=syZY7bhttps://oarep.usim.edu.my/handle/123456789/27988Insan Junior Researcher International Conference & Innovation (iJURECON) 2025 : “STREAM for a Better Future/ editor : Ahmad Fuad Mohamad Amin, Nurul Shazwani Binti Mohamed, Rossidi Bin Usop, Abdel Rahman Ibrahim Suleiman Islieh Organised by Kolej PERMATA Insan 10-11 October 2025Gifted and talented students in South Korea are widely recognised for their exceptional academic achievements, supported by one of the most comprehensive gifted education systems in Asia. While policy, curriculum, and institutional structures under the Gifted Education Promotion Act (2000) have been well-documented, less attention has been paid to the everyday study habits and daily routines that underpin these outcomes. Understanding these patterns is essential for identifying practices that balance academic excellence with socio-emotional well-being. This study examines the learning strategies and lifestyle routines of gifted students in South Korea, drawing on peerreviewed literature, policy documents, and case studies from 2000 to 2025. The research has three objectives: (1) to document common learning strategies among Korean gifted students; (2) to analyse the structure of their daily routines, including academic, extracurricular, and leisure activities; and (3) to identify practices that support both academic performance and holistic development. Preliminary findings suggest that Korean gifted students often adopt self-regulated learning strategies, including goal setting, spaced repetition, and collaborative problem-solving, within highly structured daily schedules. These routines typically involve long study hours, participation in competitions, and engagement in enrichment programmes. However, they may also limit rest, reduce opportunities for social interaction, and contribute to stress and perfectionism. The study concludes that while Korea’s learning culture fosters academic rigour, integrating physical activity, creative pursuits, and socio-emotional support into daily routines can enhance student well-being without compromising achievement. Lessons from Korea’s experience may guide the development of more balanced and sustainable gifted education programmes in other Asian contexts, including Malaysia.en-USgifted educationSouth Koreastudy habitsdaily routinestext::conference output::conference proceedings::conference paper324328