Statistical Analysis of Mental Adaptability in Academic English Training for Science and Engineering Graduate Students in the Digital Era

The ongoing integration of digital technologies into higher education is reshaping academic English instruction, particularly for science and engineering graduate students who heavily rely on digital platforms and intelligent tools. This study focuses on the mental adaptability of academic English training in the digital learning environment for graduate students in science and engineering. The subjects of this study are those students in a science and technology university, two selected teaching classes covering 52 students and Cronbach [Formula: see text] reaching 0.925. This group has a high frequency of academic English use, strong dependence on digital tools and faces special challenges in cultivating the ability of academic English. Through the method of questionnaire survey and the tool of SPSS29, mental adaptability, including learning adaptability, emotional regulation ability and modern education technology acceptance, is analyzed. It is found that these psychological factors significantly affect the development of academic English ability. High learning adaptability, emotional regulation and positive technology acceptance are associated with better academic English performance. Based on SPSS29, this paper proposes a series of targeted teaching strategies, which is helpful for the design of intelligent academic English instruction for STEM learners in the digital age with empirical psychological analysis.