Abstract
In response to the higher requirements for teaching effectiveness imposed by the construction of new liberal arts, addressing the differentiation in the effectiveness of lightweight instruction across different majors is key to achieving its high-quality development. Based on data from 116 students in an economics and management course, we constructed a “perception–behavior–competence” mediation model and a chained mediation pathway to distinguish and test two mechanisms of academic major (front-end cognitive differences vs. process moderation), thereby exploring the adaptability challenges of lightweight instruction in interdisciplinary classrooms. Research findings indicate that (1) perceived lightweight teaching quality not only directly promotes students’ perceived competence but also significantly influences these perceptions through the key pathway of stimulating post-class case sharing behavior and (2) differences in academic background primarily manifest as front-end cognitive differences—students majoring in financial management show significantly lower “perceived relevance” of case studies compared with those in business administration. This disparity constitutes an initial cognitive barrier constraining teaching effectiveness but does not further transmit to perceived competence via the “perception–behavior” chain. In other words, different starting points do not necessarily lead to different outcomes—lightweight instruction plays a relatively equitable role in enhancing the competencies of students from different majors. This study identified the root cause of professional alignment challenges at the cognitive level and developed a practical framework of “initial assessment–process design–iterative optimization,” thereby providing an operational approach to streamlined interdisciplinary teaching.