The Phenomenon of High School Becoming a University: An In-depth Analysis of Reshaping the High School Education System

Dinghao Sang

doi:10.54254/2753-7048/2025.NS27439

Lecture Notes in Education Psychology and Public MediaOpen access

The Phenomenon of High School Becoming a University: An In-depth Analysis of Reshaping the High School Education System

Research Article

Open Access

The Phenomenon of High School Becoming a University: An In-depth Analysis of Reshaping the High School Education System

Dinghao Sang ^1*

¹ Monash University (Monash)

^*Corresponding author: dinghaosang@gmail.com

Published on 2 October 2025

LNEP Vol.123

ISSN (Print): 2753-7056

ISSN (Online): 2753-7048

ISBN (Print): 978-1-80590-401-4

ISBN (Online): 978-1-80590-402-1

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Abstract

In recent years, “universityization” of senior secondary education has accelerated: advanced academic content is frontloaded, methods and management mirror higher education, and assessment logic prioritizes credentials. While this enhances rigor and expands choice, it also fuels student stress, crowds out intrinsic motivation, and undermines equity. This article analyzes the drivers, features, and effects of this trend from the perspectives of policy, school operations, and learner experience, and proposes a coherent response anchored in mission alignment, structural redesign, and implementable pathways. We argue that high schools should return to their core mission—building liberal foundations, fostering character formation, and cultivating career awareness—while avoiding goal drift, where harder content is used as a substitute for capability growth. Learning should be organized around key competencies and authentic tasks, emphasizing projects and interdisciplinary inquiry, with leveled electives and flexible pacing to balance diversity and challenge. The establishment of a tiered mental health system, the promotion of collaborative teacher practice, and the adoption of evidence-informed improvement—when paired with workload governance and assessment reform—can enable a sustainable equilibrium between high academic challenge and student well-being. We provide actionable approaches across curriculum design, student support, and teacher development to guide school-level planning and phased evaluation.

Keywords:

universityization, curriculum reform, student well-being, teacher professional development, secondary–tertiary alignment

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