Core Viewpoint - The article discusses the challenges faced by liberal arts students in China regarding their professional choices and employment prospects, particularly in the context of recent educational reforms and societal perceptions of liberal arts education [3][4][6]. Group 1: Educational Reforms and Professional Choices - The new "3+1+2" examination model implemented in 2025 limits the professional choices for liberal arts students compared to their science counterparts, with coverage rates for history students being below 50% [4][6]. - The trend of universities eliminating liberal arts programs has intensified anxiety among students, with notable examples including Fudan University reducing its liberal arts enrollment from 30%-40% to 20% [13][14]. - The rising admission scores for history majors in Hunan province indicate increasing competition, with the undergraduate line rising from 428 to 446 over three years [13][14]. Group 2: Information Overload and Decision-Making - Students are increasingly relying on online platforms for information about professional choices, leading to confusion due to mixed opinions and subjective advice [20][21]. - The lack of clear and comprehensive information from universities exacerbates the anxiety of students, making the process of choosing a major feel like a second examination [25][29]. - Parents often fall into anxiety traps created by information asymmetry, leading to conflicts with their children over professional choices [27][31]. Group 3: Personal Aspirations vs. Parental Expectations - Many students experience a conflict between their personal interests and their parents' expectations for stable, high-employment majors, leading to significant stress [32][35]. - The article highlights the importance of respecting students' choices while also considering job market realities, suggesting a balanced approach to major selection [37][40]. - Despite the pressures, some students remain committed to pursuing their passions, emphasizing the need for self-determination in their educational paths [42][45].