The adjustment of undergraduate major directory is closely related to the national strategic needs and the development needs of people's livelihood. On April 28th, the Ministry of Education released the "Catalogue of Undergraduate Majors in Ordinary Higher Education Institutions (2026)" to the public. This year, a total of 38 new undergraduate majors will be added to ordinary higher education institutions, and enrollment will begin this year. Where are the teachers assigned and how are the courses taught? How can new majors cultivate new talents? In this issue of "News 1+1", we focus on the "new" undergraduate majors in 2026. Where is the "new"? What are the changes compared to previous years when 38 new majors were added this year? Rao Yanting, Associate Researcher at the Higher Education Research Institute of the Chinese Academy of Educational Sciences: From the 38 newly added majors in this year's undergraduate major directory, the prominent change is the interdisciplinary integration and future orientation of disciplines. Many majors are labeled as intelligent and digital, such as embodied intelligence, business artificial intelligence, agricultural robots, digital finance, and digital trade. These majors reflect the future direction and interdisciplinary integration. For example, artificial intelligence is no longer just a profession, it is increasingly permeating into various disciplines, not only science and engineering, but also humanities and social sciences. This is a very significant change. What direction should be adjusted for talent cultivation in universities? Rao Yanting, Associate Researcher at the Higher Education Research Institute of the Chinese Academy of Educational Sciences: In recent times, it has become a trend and a guiding principle for national policies. Firstly, it is policy oriented, especially with the acceleration of breakthroughs in the new generation of technological revolution and industrial transformation, new technologies, new formats, and new industries have emerged one after another, which have put forward new requirements for talent cultivation in higher education institutions. In the past, many of our majors have become sunset industries, lagging behind the development of the industry and the needs of national strategies. In this situation, accelerating the adjustment of professional structure in universities is also an inevitable trend. Of course, this also means that our country's higher education is entering a deep water zone of connotative development, and quality improvement and structural adjustment have become the main core tasks. What are the new changes in the training methods for the new major? Qian Zheng, Minister of Academic Affairs at Beihang University: Last year, we applied for a low altitude major and explored a new talent cultivation model around the new low altitude major. We call it the full cycle project-based education model. Specifically, the first batch of low altitude majors admitted 30 undergraduate students, with the goal of completing a new energy fixed wing unmanned aerial vehicle by the time of their four-year undergraduate graduation project. To achieve such a training objective, it is necessary to reconstruct the curriculum system and practical aspects. So, this is an innovation in talent cultivation mode. And the project-based education model of low altitude majors will allow undergraduate graduates to obtain a graduation certificate in one of the three undergraduate majors, automation, artificial intelligence, or low altitude, based on their role in the project-based research process. This is a new model we are exploring in low altitude education. After a year of practice and reflection, we have realized that since it is a completely new thing, there are still some areas that need to be optimized and improved in the design of the curriculum system and the support of practical activities. How should the evaluation system for future new majors be established? Qian Zheng, Minister of Academic Affairs at Beihang University: Since it is a brand new major, we need to explore a new evaluation system. Our low altitude and embodied intelligence majors all adopt a project-based talent training model, and the effectiveness of the training depends on whether they truly complete the project and can operate it at the end of their undergraduate studies. That is to say, we evaluate the quality of student talent cultivation by solving practical problems. Of course, I think students may take a personalized development path in the actual problem-solving process. Some students may focus on the fundamental problems solved in this project and pursue an academic research path, while others may be more concerned about whether the product can be applied in the industry after it is released, or they may pursue the path of innovation and entrepreneurship. In short, we have designed different training paths and encourage students to have personalized future development paths after obtaining their graduation certificate in this major. (Looking into the New Era)