This study aims to investigate the characteristics of students who switch versus those who do not switch when they transition from upper secondary to higher education. The data from 1338 students randomly selected from 21 HEIs in Cambodia in 2020 found that upper secondary school students are more likely than not to switch academic majors when they enter higher education. The tendency to switch is more common for female students in science-track, most of whom chose non-STEM majors such as business, management, accounting and finance. Probit analysis revealed that the decision to switch is influenced by individual academic performance and interest in science and mathematics at upper secondary school, household’s socioeconomic status, higher education institution (HEI)’s location and type. However, students whose like mathematics and physics and who have a higher technology readiness index score and those who were awarded scholarships are less likely to switch from science to non-STEM majors. Teaching approaches that create opportunities for students to engage in practical classroom activities and stimulate their curiosity in science and mathematics should be considered. Efforts to optimise learning experiences should therefore focus on creating a highly interactive teaching–learning environment as a cognitive-activation strategy for promoting students’ interest and enjoyment of the subjects they are studying. Scholarship can also be an alternative to address the switching issue.

本研究旨在调查在从高中过渡到高等教育时转学和不转学的学生的特征。2020 年从柬埔寨 21 所高等教育机构中随机抽取的 1338 名学生的数据发现，高中生在进入高等教育时更有可能转专业。转学倾向在理科生中更为普遍，她们中的大多数选择了非STEM专业，如商业、管理、会计和金融。Probit 分析表明，转学的决定受到高中阶段个人学业成绩和对科学和数学的兴趣、家庭的社会经济地位、高等教育机构 (HEI) 的位置和类型的影响。然而，喜欢数学和物理并且技术准备指数得分较高的学生以及获得奖学金的学生不太可能从科学转向非 STEM 专业。应考虑为学生创造机会参与实际课堂活动并激发他们对科学和数学的好奇心的教学方法。因此，优化学习体验的努力应侧重于创建高度互动的教学环境，作为一种认知激活策略，以提高学生对所学科目的兴趣和享受。奖学金也可以作为解决转换问题的替代方法。应考虑为学生创造机会参与实际课堂活动并激发他们对科学和数学的好奇心的教学方法。因此，优化学习体验的努力应侧重于创建高度互动的教学环境，作为一种认知激活策略，以提高学生对所学科目的兴趣和享受。奖学金也可以作为解决转换问题的替代方法。应考虑为学生创造机会参与实际课堂活动并激发他们对科学和数学的好奇心的教学方法。因此，优化学习体验的努力应侧重于创建高度互动的教学环境，作为一种认知激活策略，以提高学生对所学科目的兴趣和享受。奖学金也可以作为解决转换问题的替代方法。因此，优化学习体验的努力应侧重于创建高度互动的教学环境，作为一种认知激活策略，以提高学生对所学科目的兴趣和享受。奖学金也可以作为解决转换问题的替代方法。因此，优化学习体验的努力应侧重于创建高度互动的教学环境，作为一种认知激活策略，以提高学生对所学科目的兴趣和享受。奖学金也可以作为解决转换问题的替代方法。