‘Flexibility needed’ to keep AI degrees relevant as demand soars

Artificial intelligence courses are among the fastest growing in the UK, figures suggest, but experts warn that studying the rapidly evolving subject comes with risks.

Analysis of Higher Education Statistics Agency (Hesa) data shows that 10,825 students were taking an undergraduate or postgraduate programme in AI in 2024-25 – a 19 per cent rise from 9,105 the year before.

This was the third highest increase of about 170 subject groupings identified by Hesa, and the largest by far of those with at least 1,000 students. 

In such a fast-moving area, Nisreen Ameen, senior lecturer in digital marketing at Royal Holloway, University of London, said courses should prioritise developing resilience, adaptability and ability to self-learn as the technology continues to evolve.

“Universities have a responsibility to develop more flexible and regularly updated programmes that reflect evolving employer needs and broader societal priorities.

“At the same time, traditional degrees should increasingly be complemented with short, modular and flexible courses, ensuring graduates remain prepared for future jobs as AI continues to evolve.”

Total AI student numbers have increased 36 per cent in two years and trebled since 2019-20.

The largest cohorts of students taking AI courses last year were at the University of Hull (770), the University of Edinburgh (460) and Robert Gordon University (420).

Leo McCann, professor of management at the University of York, said the national rise reflects the rapid growth and prominence of Generative AI in the economy and society – similar to how the study of forensic science spread when “CSI” TV shows became popular.

But he said there are risks to studying the subject, including that GenAI has significant practical and ethical weaknesses, and its overhyped productivity benefits have inflated technology stocks ahead of a likely crash.

“Thought about in university terms, the problem is similar. Do the new university degrees or modules based in and around AI have sufficient depth and criticality? Do the institutions launching the degrees and modules have the academic capacity to deliver valuable teaching and research in these fields?”

McCann said that there are also very good reasons to study AI at university because it’s a complex multidisciplinary subject that has fascinated scholars from many fields since the 1950s – of which GenAI is an important and controversial new development.

Simon Sweeney, professor of international political economy at York, said course leaders must ensure topicality and flexibility so students can understand the pace of change and be prepared for new developments.

He said studying how AI affects communications, access to reliable knowledge and learning, alongside its risks and potential benefits, will be important for a long time.

“All this will be of lasting relevance until and unless the entire internet breaks down and nobody expects that to happen short of Armageddon.”

The data shows that 56 per cent of those taking AI courses in 2024-25 were international students. This was one of the highest proportions of all subject groupings. Two-thirds of the students were enrolled on postgraduate taught courses. 

Sweeney said universities seeking fee income pitch courses to willing international consumers, who tend to choose subjects they think will help them get a job.

“UK students and the schools who advise them may be more sceptical about the utility of AI or less attracted by its novelty. I suggest they’re more trusting of maths or computer science, both highly regarded by employers.”

patrick.jack@timeshighereducation.com