Recently, during the 2022/2023 Budget Debate, Finance Minister Dr Nigel Clarke announced in Parliament that over the next five years the University of Technology, Jamaica (UTech) would benefit from a $2.4-billion investment which will provide 1,000 STEM (science, technology, engineering, mathematics) scholarships to Jamaican students from economically disadvantaged backgrounds. Dr Clarke highlighted that UTech plays a crucial role in producing a significant number of work-ready graduates in the STEM fields.

This bold move highlights the Government’s commitment to fostering a generation of skilled professionals equipped to tackle the challenges and opportunities presented by the rapidly advancing technological landscape. It is hoped that this investment will empower the youth, stimulate innovation, and drive the country’s economic growth in the age of AI and digital transformation. Excellent move, Dr Clarke! And I believe that UTech is well positioned to deliver, but with one slight tweak — integrate the humanities and social sciences (HSS) in the mix. Here is where the voice of HSS stakeholders must say, “Wait a minute, we have a role to play in providing the human touch to these STEM graduates.”

The Role of HSS

HSS encompasses a wide range of subjects, including history, philosophy, sociology, anthropology, psychology, and more. While STEM focuses on technological advancements and scientific discoveries, HSS provides a necessary perspective on human behaviour, culture, and societal implications.

As AI becomes more prevalent in our daily lives, it’s crucial to integrate HSS in the development and implementation of these technologies to ensure that they benefit humanity as a whole. By combining the strengths of STEM and HSS we can create a more well-rounded and beneficial approach to AI integration. By engaging with diverse cultural perspectives and historical contexts, students are exposed to a rich tapestry of human thought and expression, fostering a global mindset that transcends the limitations of an AI-driven world.

This education uniquely equips students with the skills needed to thrive in a world dominated by AI, wherein automation continues to replace many routine tasks and a deeper understanding of the human condition is increasingly valuable.

Interdisciplinary Collaboration is Critical

I am proposing the concept of interdisciplinary collaboration. In practicality, students will pursue their STEM programme, but aspects of the STEM curricula should be designed in such a way that it makes room for some HSS units to be taught.

A crucial element of modern education that helps prepare students for the complex, interconnected world they will face upon graduation demands that they be exposed to the human touch of STEM. By creating interdisciplinary courses and programmes, students are exposed to a more comprehensive and diverse range of perspectives, skills, and knowledge. Establishing these partnerships with STEM faculties and HSS departments is an essential step in fostering this type of collaboration.

Such collaborative efforts provide STEM students with the opportunity to explore the social, ethical, and cultural dimensions of their work. As they delve into topics beyond their technical fields, they develop a deeper understanding of the broader implications of their innovations. This holistic perspective enables them to be more responsible and thoughtful in their approach to problem-solving, ensuring that their solutions are not only technically sound but also considerate of the potential social and ethical consequences.

Interdisciplinary courses and programmes also encourage students to engage in cross-disciplinary dialogue and collaboration. This helps break down the traditional barriers between disciplines, fostering a sense of unity and shared purpose among students from different fields. As a result, STEM students can learn valuable communication and teamwork skills which are essential for success in today’s increasingly interconnected professional landscape. The problem here is not what’s possible but whether academicians have the maturity and foresight to catch the vision of sharing not only the $2.4 billion but in the development of a well-rounded graduate for the future AI-driven labour market.

Areas of Collaboration

My starting point for collaboration would be integrating courses on ethics, philosophy, and social justice into STEM curricula. This will help STEM students understand the ethical challenges and social consequences of AI and other technologies, enabling them to make more informed decisions in their professional lives.

As AI continues to become more ubiquitous in our daily lives, it’s crucial to consider the ethical and societal implications of its development and implementation. Students will be required to have a deep understanding of human behaviour and culture, which is where HSS comes in. By integrating HSS we can ensure that students use these technologies in ways that benefit society as a whole. Additionally, interdisciplinary collaboration between STEM and HSS is necessary to address these issues and create a future in which AI is developed and used in a thoughtful and responsible manner.

Critical thinking and creativity, also an interesting area of collaboration between HSS and STEM faculties, have been identified as essential skills for the future workforce. As AI becomes more sophisticated, the ability to think critically, analyse complex situations, and solve problems in innovative ways will set humans apart from their AI counterparts.

Humanities students are trained to approach challenges from multiple perspectives, delving into the intricacies of societal issues and examining the nuances of human behaviour. By engaging with thought-provoking texts and ideas, these students develop a keen sense of analysis and interpretation which enables them to find novel solutions to pressing issues in an ever-evolving world. This adaptability will be a crucial asset in navigating the challenges that AI presents to traditional jobs and industries.

STEMing AI with NI

The social sciences must remind STEM students of the importance of nuance intelligence (NI). This refers to the students’ ability to perceive and understand subtle distinctions and intricate thoughts as well as complex ideas, situations, and emotions.

NI is an essential aspect of human intelligence that sets us apart from AI, which typically struggles to grasp the subtle complexities and context-dependent aspects of human experiences. We must help students of all disciplines to use NI to outsmart AI.

While AI can process large volumes of data and detect patterns, it often falls short in recognising the subtle cues, implicit meanings, and cultural nuances that are integral to our social interactions and understanding of the world around us.

One of the critical strengths of human intelligence lies in our ability to interpret and respond to these nuances effectively. Through our diverse experiences, cultural backgrounds, and emotional intelligence, humans can quickly adapt to new situations and navigate the subtleties of interpersonal relationships. We are able to read between the lines, detect sarcasm, and infer the intentions behind people’s actions — all crucial skills in everyday life that are only possible when HSS participates.

HSS is in a unique position to balance the scale between STEM and AI, allowing graduates to leave with the human touch.

So over to you, Madam Dean and Head of School, rally the HSS massive and ask for a seat at the $2.4-billion STEM table. Tell them you belong there or just send them the article. Good luck!

Henry Lewis Jr is a PhD candidate, a social scientist and executive life coach. He lectures at University of Technology, Jamaica, in the School of Humanities and Social Sciences. Send comments to the Jamaica Observer or hjlewis@utech.edu.jm.