Learning adaptability is a vital metric for assessing student development, particularly under the new college entrance examination system. Analyzing this adaptability is essential for evaluating the effectiveness of the reform and enhancing the quality of higher education. Drawing on data from a large-scale survey of undergraduate students across eight provinces and cities,which have adopted the “3+1+2” course selection model as part of the third batch of pilot sites for college entrance examination reform， this study examines students’ learning adaptability under this reform employing t-tests, ANOVA, and multiple linear regression analyses. The findings reveal that college students generally exhibit strong learning adaptability. However, significant differences exist based on individual factors, family background, school level, and subject background. Key factors influencing learning adaptability include students’ satisfaction with their admission outcomes, perceptions of the reform’s effectiveness, and the alignment between their chosen subjects and university programs. Although the“3+1+2” subject configuration supports the evolving needs of both primary and higher education in China, there is a need for enhanced guidance at the high school level to assist students in selecting subjects and preferred institutions and programs of study, ensuring better alignment with university majors.Additionally, universities should update their talent cultivation plans promptly to address the challenges posed by a diverse student body, thereby improving learning adaptability and enhancing the quality of talent development.