Study on Learning Adaptability of STEM Students in the New College Entrance Examination Context

Over ten years of the New College Entrance Examination Reform, the flexible subject selection model has posed challenges to STEM (Science, Technology, Engineering, and Math) majors education in Chinese universities. The relaxation of subject requirements has led to diverse knowledge backgrounds among students, resulting in some lacking a solid foundation in these fields, which contributes to high failure rates and frequent major changes. This study reconstructs the dimensions of learning adaptability for STEM students, analyzing different adaptability types using data from 39 "985 Project" universities in China. Findings indicate two main types: low adaptability, characterized by low motivation and difficulty using intelligent tools, and high adaptability, which correlates with better adjustment but moderate interest in the major. Finally, this study offers targeted recommendations for improving the learning adaptability of STEM students.