Skill levels and gains in university STEM education in China, India, Russia and the United States

Prashant Loyalka (), Ou Lydia Liu, Guirong Li, Elena Kardanova, Igor Chirikov (), Shangfeng Hu, Ningning Yu, Liping Ma, Fei Guo, Tara Beteille, Namrata Tognatta, Lin Gu, Guangming Ling, Denis Federiakin, Huan Wang, Saurabh Khanna (), Ashutosh Bhuradia, Zhaolei Shi and Yanyan Li
Additional contact information
Prashant Loyalka: Stanford University
Ou Lydia Liu: Educational Testing Service
Guirong Li: Henan University
Elena Kardanova: National Research University Higher School of Economics
Igor Chirikov: National Research University Higher School of Economics
Shangfeng Hu: Sichuan Normal University
Ningning Yu: University of Jinan
Liping Ma: Peking University
Fei Guo: Tsinghua University
Tara Beteille: World Bank
Namrata Tognatta: World Bank
Lin Gu: Educational Testing Service
Guangming Ling: Educational Testing Service
Denis Federiakin: National Research University Higher School of Economics
Huan Wang: Stanford University
Ashutosh Bhuradia: Stanford University
Zhaolei Shi: Stanford University
Yanyan Li: Henan University

Nature Human Behaviour, 2021, vol. 5, issue 7, 892-904

Abstract: Abstract Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science, technology, engineering and mathematics (STEM) education, little is known about how the skills of STEM undergraduates compare across countries and by institutional selectivity. Here, we provide direct evidence on these issues by collecting and analysing longitudinal data on tens of thousands of computer science and electrical engineering students in China, India, Russia and the United States. We find stark differences in skill levels and gains among countries and by institutional selectivity. Compared with the United States, students in China, India and Russia do not gain critical thinking skills over four years. Furthermore, while students in India and Russia gain academic skills during the first two years, students in China do not. These gaps in skill levels and gains provide insights into the global competitiveness of STEM university students across nations and institutional types.

Date: 2021
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DOI: 10.1038/s41562-021-01062-3

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