The aim of this study is to identify, analyze, and compare the lived educational experiences of graduate students in the fields of humanities and basic sciences, with an emphasis on Gardner’s mind dimensions, in order to enhance the quality of education in higher education.This study was conducted using a qualitative, multi-method approach. In the phenomenology section, based on purposive sampling, 12 graduate students in the humanities and 12 graduate students in the basic sciences were interviewed. The obtained data were analyzed using the Collaizi method. For questions 3 and 4, the Brady method was used to analyze the data. To ensure the trustworthiness, credibility, and stability of the results, the four main criteria proposed by Lincoln and Guba (1985) were employed.: The findings indicate that the systematic mind is regarded as a fundamental element in both domains, but the manner of manifestation and emphasis on this aspect differ across the two disciplines. In the humanities, the emphasis is mainly on specific and effective course content and instructors’ effectiveness, while in the basic sciences, the systematic mind is more observed in logical analyses and solving complex problems.Overall, the curricula of both fields predominantly focus on strengthening the systematic mind and, to some extent, the respectful mind. Yet, in today’s complex and dynamic world, skills such as information integration, creative thinking, and professional ethics are of great importance.