Research on the Construction of “Micro-Majors” in Universities under the “Double Thousand” Plan to Enhance Employability of College Students

Abstract

In the context of industrial upgrading, rapid development of artificial intelligence, and the digital economy, college graduates face the dual challenges of “major–job” mismatch and insufficient interdisciplinary competencies. In response to the national “stable employment” strategy, the Ministry of Education launched the “Double Thousand” Plan for Enhancing College Students’ Employability in 2025, aiming to establish 1,000 “micro-majors” and 1,000 vocational skills training courses within three years. Through a “small credits, high focus, refined curriculum” approach, the plan helps students quickly address knowledge and skill gaps to achieve high-quality and full employment. This paper employs bibliometric and content analysis methods to review core domestic and international literature from 2015 to 2025. Domestic research on micro-major construction mainly focuses on engineering and business disciplines, proposing two main models—“university-led” and “MOOC-led”—and emphasizing the critical role of university–enterprise collaboration. International experiences highlight interdisciplinary integration, blended online–offline teaching, and international cooperative education, providing diverse paradigms for micro-major development. However, existing studies still exhibit blind spots, including insufficient attention to humanities and social sciences, uneven regional resource allocation, and the absence of quality evaluation systems. Future research should break disciplinary boundaries, address these issues by exploring curriculum domain construction systems, resource allocation systems, and quality evaluation systems for micro-majors, while promoting their “globalization” to contribute Chinese solutions to higher education reform and modernization of social governance.