中国内地高校的全球冠军学科增加到21个。 随着新一轮科技革命和产业变革加速演进，很多新的研究方向都体现出交叉学科的特质，这也在高校学 科的专业设置和新的学科排名中得到体现。 日前，高等教育评价专业机构软科发布2025"软科世界一流学科排名"（下称"GRAS"）。今年的排名 中，中国内地高校在电力电子工程、生物医学工程、材料科学与工程3个学科首度问鼎世界第一，使得 中国内地高校的全球冠军学科增加到21个。 同时，今年的排名新增人工智能、机器人科学与工程两个学科，排名学科数达到57个，覆盖理学、工 学、生命科学、医学和社会科学五大领域。 GRAS的排名对象包括全球3000多所大学，最终发布的榜单展示了92个国家和地区的2000余所高校的近 2万个学科点。 内地高校21个冠军学科 材料科学与工程由于应用场景较广，在经历产业结构升级，也成为近年来就业率较好的领域。工信部数 据显示，2024年我国新材料产业规模达7.8万亿元，同比增长13.5%。教育部2024年公布的新增的21个工 科专业中，6个与材料创新直接相关，包括智能材料与结构、光电信息材料等交叉领域。清华大学在该 学科2023年首次进入全球前五，并于今年首次拿 ...

在不久前召开的高质量完成"十四五"规划系列主题新闻发布会上，教育部部长怀进鹏介绍，学科专业目 录已经从10年前每10年修订一次，到现在每年更新发布急需学科专业清单，这两年多，学科专业点调整 比例超过20%。这使得学科专业动态调整这一高等教育领域热点话题再次引发关注。 高校学科专业是人才培养的核心载体，其调整模式从"10年修订一次"变为了"年度更新"，备案审批、预 警退出等动态优化机制日趋刚性，学科专业"追新裁旧"进程日益加速。在此背景下，如何构建既能快速 响应需求又能坚守育人本质的专业发展生态，已成为高校在人才供给浪潮中所面临的新时代命题。 调整周期大幅缩短 西南政法大学教务处处长蒋亚娟告诉科技日报记者，改变学科专业调整周期，旨在让高等教育更快响应 国家战略需求以及科技革命和产业变革提出的新要求。 今年4月，教育部公布2024年度本科专业备案和审批结果并更新发布本科专业目录，此次增设的智能分 子工程、碳中和科学与工程等29种新专业，充分体现国家战略、市场需求和科技发展牵引。 蒋亚娟认为，学科专业增减、冷热更迭的根本逻辑，是更好服务国家重大战略和经济发展需求。从政策 上看，我国的学科专业调整始终将现实发展需求放 ...

Core Viewpoint - The adjustment of academic disciplines and majors in higher education is a response to the rapid evolution of technology and the changing needs of the economy, aiming to optimize educational resources and enhance talent cultivation [1][2]. Group 1: Changes in Academic Disciplines - In 2023, China has supported the establishment of 1,064 doctoral programs, 2,258 master's programs, 3,715 undergraduate programs, and 12,000 vocational programs, indicating a significant restructuring in higher education [1]. - The adjustments reflect a necessary evolution of knowledge, driven by breakthroughs in fields such as artificial intelligence, life sciences, and new energy, which require updates in curriculum and teaching methods [1]. Group 2: Strategic Alignment with National Development - Higher education must proactively align with national development strategies by enhancing foundational, emerging, and interdisciplinary disciplines to cultivate innovative talent [1][2]. - The recent issuance of the "Action Plan for the Adjustment and Optimization of Academic Disciplines and Majors in Higher Education (2025-2027)" indicates a move towards a more regularized and refined approach to academic adjustments [3]. Group 3: Balancing Key Relationships in Discipline Optimization - The establishment and removal of academic programs should not solely rely on popularity or short-term employment rates; foundational disciplines are crucial for long-term research innovation [3]. - Institutions must recognize their unique responsibilities and advantages to avoid homogenization and promote distinctive development [3]. - The successful implementation of new programs requires a comprehensive evaluation of institutional capabilities, including faculty quality and curriculum development, to avoid superficial changes [3]. Group 4: Implications for Students and Parents - Students and parents should not overly worry about choosing a major, as it represents a broader perspective on understanding the world and personal growth [4]. - A healthy academic system can provide diverse growth paths for students with varying talents, ensuring that each individual's aspirations can take root and flourish [4].

Core Viewpoint - The article highlights the completion of a significant adjustment in higher education disciplines and majors in China, aiming to align with national strategic needs by optimizing approximately 20% of academic programs by 2025 [1][2]. Group 1: Adjustments in Academic Programs - Over the past two years, Chinese universities have added 1,064 doctoral programs and 2,258 master's programs, while 27 doctoral and 285 master's programs were removed [1]. - A total of 3,715 new undergraduate programs were established, alongside the cancellation or suspension of 6,638 programs [1]. - In vocational education, 12,000 new programs were introduced, with over 8,200 programs being canceled [1]. Group 2: Focus on Strategic Needs - The adjustments are centered around building strong academic programs that meet national strategic and regional development needs, particularly in emerging fields such as new engineering, medicine, agriculture, and humanities [2]. - New disciplines such as artificial intelligence and integrated circuits have been introduced, with 290 reform pilot task proposals submitted by 97 universities across 18 provinces [2]. - The initiative includes the establishment of 29 new undergraduate programs in areas like international cruise management and health care [2]. Group 3: Importance of Dynamic Adjustments - Academic disciplines are crucial to the higher education system and play a significant role in moral education and technological innovation [3]. - The dynamic adjustment of academic programs is necessary to meet the evolving demands of the economy and industry, addressing the shortage of skilled talent in key areas [3]. - The Ministry of Industry and Information Technology emphasizes the need for adjustments to enhance the integration of education and technology [3]. Group 4: Future Directions in Academic Development - Universities are encouraged to innovate and integrate resources to tackle new challenges in emerging fields [4]. - The focus is on unconventional talent cultivation and strategic academic layout to enhance industry-education integration [4]. - Quality remains a top priority in setting new academic programs, ensuring they align with national strategic needs and have a solid foundation [5]. Group 5: Mechanisms for Continuous Improvement - The Ministry of Education is working on a data platform to address mismatches in talent supply and demand, focusing on quantity, structure, and capability alignment [5]. - The upcoming action plan for 2025-2027 aims to enhance the alignment of academic programs with national strategic needs and technological development [5].

Core Viewpoint - The article emphasizes the need for reform in engineering education to align with the demands of the modern industrial landscape, particularly in the context of artificial intelligence and interdisciplinary knowledge integration [2][3]. Group 1: Current Challenges in Engineering Education - Over 80% of academic disciplines in Chinese universities are products of the first three industrial revolutions, leading to issues such as demand mismatch, outdated content, and insufficient capabilities [2]. - Traditional engineering education focuses too much on specialization, resulting in narrow knowledge bases and inadequate humanistic and innovative skills, which are essential in the AI era [2]. - The fragmentation of knowledge due to overly detailed specialization dilutes educational resources and weakens knowledge integration [3]. Group 2: Reform Initiatives in Engineering Education - Various universities are reforming their engineering talent cultivation models by enhancing new engineering layouts and breaking traditional academic structures [3][6]. - Shanghai Jiao Tong University has established four new colleges focused on electrical engineering, automation, computer science, and information engineering to support AI-driven technological revolutions [7]. - Peking University has restructured its departments to focus on cutting-edge fields like integrated circuits and intelligent technologies, promoting interdisciplinary collaboration [7]. Group 3: Curriculum Design Based on Industry Needs - Courses like "Engineering Finite Element and Numerical Calculation" are being adjusted to meet actual industry demands, emphasizing practical innovation capabilities [8]. - The integration of real-world engineering problems into the curriculum is crucial for developing students' engineering thinking and practical skills [8]. - Stanford University emphasizes the importance of AI and machine learning across all engineering disciplines, requiring students to complete a significant number of math and science credits [8]. Group 4: Professional Adjustments in Engineering Disciplines - The Ministry of Education's reform plan aims to optimize and adjust 20% of academic programs by 2025, leading to a wave of changes in undergraduate programs [10][16]. - Since the reform plan was announced, 3,229 new undergraduate programs have been established, while 2,534 have been discontinued, with engineering disciplines seeing the most significant adjustments [11]. - The engineering field has added 1,395 new programs, primarily in computer science, electronic information, and mechanical engineering, while also seeing a high number of program discontinuations [14]. Group 5: Future Directions for Professional Optimization - The focus of professional adjustment should start from engineering disciplines, addressing common pain points and promoting systemic knowledge integration [15]. - Future professional adjustments will emphasize the construction of new engineering, medical, agricultural, and liberal arts disciplines, fostering interdisciplinary collaboration [16]. - The government aims to enhance the responsiveness of professional settings to high-quality development needs, ensuring alignment with national strategies and market demands [17].

Group 1: Education Planning and Trends - The year 2025 marks the end of the "14th Five-Year" education plan and is crucial for planning the "15th Five-Year" education development, with a mission to optimize and adjust about 20% of higher education disciplines and majors[1] - During the "14th Five-Year" period, education funding has steadily increased, with gross enrollment rates in higher education reaching 60.8% by 2024, indicating significant progress in expanding coverage and improving quality[9] - The current high school entrance examination reflects the strategic direction of the "15th Five-Year" plan, showcasing three emerging trends in education[14] Group 2: Emerging Trends in Higher Education - The first trend is the expansion of undergraduate programs, with a potential increase in graduate admissions, despite a decline in the number of applicants for the first time in eight years[15] - The second trend involves optimizing university majors, with a notable increase in demand for engineering and interdisciplinary talents, as evidenced by the addition of 29 new undergraduate majors, primarily in engineering (34.5%), arts (27.6%), and medicine (13.8%)[17] - The third trend focuses on enhancing international competitiveness by expanding the "Double First-Class" initiative, which emphasizes the development of engineering and science disciplines to support technological self-reliance[27] Group 3: Risks and Challenges - There are risks related to inaccurate or incomplete data and information regarding the "15th Five-Year" plan and the "Education Strong Nation" initiative[29] - The potential for insufficient policy implementation related to the "Education Strong Nation" initiative poses a risk to achieving the outlined goals[29] - There is a risk that the direction of educational reforms during the "15th Five-Year" period may not align with expectations based on recent trends and policy documents[29]