The Human in Humanities: Redefining the Meaning of Education in a World of Artificial Intelligence

“What are you going to do with that major . . .?” Many liberal arts students are asked this question, whether directly or indirectly, and it may sound condescending. This is because of the stereotype that gaining an education in a field such as English, history, philosophy, or a language has limited career opportunities. In universities, STEM majors are portrayed as more “practical,” with a greater variety of career options that are typically associated with higher salaries.

As AI slowly moves into a broader spectrum of fields, it will begin replacing entry-level positions in jobs such as programming, scientific research, and accounting. Securing a position in these fields is proving to be more difficult: Statistics show that computer science graduates, whose major was previously associated with a safe career choice, are facing 6.1 percent unemployment in 2025, which is almost double the rate for philosophy majors. The ability to secure a job today is becoming increasingly reliant on non-vocational skills. These include communication, creativity, global and cultural awareness, ethical decision-making, and emotional intelligence, skills that AI isn’t able to replicate. These are all skills that are taught in liberal arts classes, which underscores their increasing importance. 

If these qualities and skills are being prioritized, should K–12 schools make a shift in the skills they prioritize? At the pace that AI moves along, and with unpredictability in job markets, it’s extremely difficult for schools to decide which path to take. It’s important that they recognize the value in teaching students how to pivot as job markets shift, whether that occurs now, due to AI, or in the future, as new disrupters emerge. 

These points lead us to consider the deeper purpose of education. Are we attending school to learn content and fulfill a curriculum or to prepare ourselves, whatever that entails, for adulthood and our contribution to the world?

Even with these questions in mind, one thing is certain: Schools must be responsive and adaptable. If they cling to stagnant expectations, they risk undermining their students’ ability to thrive in a rapidly evolving society.

Anna Bulto '26 and Skylar Li '26