The ability to transfer learning is crucial in STEM education. However, most existing research has primarily focused on near transfer, while the impact on far transfer remains underexplored. This study investigates the effects of the Hugging instructional strategy on far transfer and students’ self-efficacy in STEM education. A quasi-experimental design was employed, involving 64 high school students from a school in Taiwan who were randomly assigned to either an experimental group or a control group. The experimental group engaged in micro:bit smart robot car learning activities using the Hugging strategy, whereas the control group received traditional instruction. The results indicate that the Hugging strategy significantly enhances students’ far transfer abilities and self-efficacy. Students in the experimental group demonstrated greater flexibility in applying programming skills to novel contexts and exhibited higher learning confidence. These findings suggest that the Hugging strategy effectively promotes far transfer in STEM education. Future research may further explore various instructional strategies combined with adaptive learning supports to enhance their applicability across different subject areas.