Tingzhi Han, Xinyi Fu
Utilizing comparative analysis and a quasi-experimental design, this study conducted three waves of questionnaire surveys over an 18-month period to longitudinally assess the deep learning levels of students enrolled in a university Honors College, with regular undergraduate students serving as a comparison group. The aim was to examine differences in deep learning development trajectories between the two groups from a dynamic perspective. Results indicated that Honors College students exhibited significantly higher levels of deep learning and greater short-term increases than regular undergraduate students. However, with respect to long-term development, Honors College students did not demonstrate significantly greater overall gains in deep learning, and the observed group differences were not consistently maintained over time. These findings provide insights into patterns of deep learning development among Honors College students and offer references for teaching and management practices in cultivating outstanding innovative talents at Chinese universities.