Comparison of Undergraduates’ Learning Engagement Between Double First-Class Universities in Western China and Top Universities in the United States

Purpose/Significance To promote the implementation of China’s “Double First-Class” initiative and benchmark against the world’s top universities and higher education in developed countries. Design/Methodology Taking the learning engagement of undergraduates in research-oriented universities in China and the United States as an example, this paper discovers that there are significant differences in diverse exchanges and learning strategies from four dimensions such as academic challenges, peer learning, teaching experience, campus environment, and ten indicators. Findings/Conclusions Therefore, the construction of the teaching reform model oriented by deep learning, the establishment of the communication platform targeted at cooperation and interaction, and the learning service system supported by academic improvement point out the direction of improving the quality of undergraduate education in the world first class universities from the perspective of students’ learning engagement.