For decades, education has been framed as a pathway to secure employment. As students, we are often told by overbearing family members to pursue subjects that are ‘practical’ — like computer science or law — with the promise that they will lead directly to lucrative careers. As a result, humanities subjects such as English Literature have been sidelined and are falling out of favour with students. According to the Joint Council for Qualifications, entries for A-level English Literature in the UK have declined dramatically, from being the sixth most popular A-level in 2017 to the eleventh in 2025, with 37,931 students sitting the exam this year.
This decline does not necessarily reflect a sudden loss of interest in literature itself, but rather a wider cultural anxiety. If education cannot guarantee employability, it becomes more of a luxury than a necessity.
Anti-Intellectualism and the Humanities
Recently, we’ve seen this anxiety compounded by high-profile debates over the perceived value of a humanities education. Last year, a tweet from Dr Ally Louks, celebrating her PhD in English Literature and thesis on Olfactory Ethics, went viral. Her successful thesis explored how language associated with smell shapes power dynamics in literature. However, her achievement sparked widespread controversy and quickly escalated into a culture-war flashpoint. Some questioned the work’s utility, some dismissed it as being ‘too woke‘ or ‘too pretentious,’ and most disturbingly, some attacked her with misogynistic comments and threats.
Humanities subjects, once defended for their role in nurturing empathy, understanding and critical thinking, are now frequently forced to justify themselves in terms of ROI (return on investment). Is there really a point to studying Shakespeare for years if there’s no money at the end of it? Many don’t think so, and perhaps this sentiment reflects a broader climate of growing anti-intellectualism and scepticism of higher education, especially in non-STEM fields.
AI and the Collapse of ‘Golden Tickets’
The irony, however, is that fields once considered untouchable are themselves being reshaped by automation. AI is no longer confined to trivial tasks. It’s increasingly capable of writing code and completing complex technical commands. Entry-level positions in computing and other STEM disciplines — the very careers once described as ‘future-proof’ — are now being dramatically restructured with global tech companies like Microsoft and Google leading the charge. Indeed, widespread layoffs in the tech industry this year have demonstrated that even highly skilled, in-demand roles are vulnerable to rapid shifts in the labour market. In the current world, the ‘golden ticket’ mentality that once drove subject choice now seems increasingly fragile.
Towards a Culture of Learning for Its Own Sake
Perhaps paradoxically, the rise of AI offers us an opportunity to reconsider the purpose of education. If we are heading towards a society where the study of no one subject can guarantee job security, then it might be time to free learning from the narrow confines of careerism. Subjects such as English literature, history and philosophy shouldn’t be seen as impractical diversions from the study of ‘more important’ subjects, but as essential disciplines that equip students with the indispensable skills of critical analysis and ethical reasoning.
In a world where machines can replicate many technical skills, human creativity has become more, not less, important. Rather than discouraging students from pursuing the humanities, it’s time we reconsidered their enduring role in preparing individuals for adapting to social, cultural and technological change.
Curiosity Helps the Cat
The decline of the humanities and the debates surrounding their relevance reflect a culture increasingly preoccupied with economic outcomes. The economic disruption caused by AI has exposed the weaknesses of this mindset: if AI can replace jobs across all fields, then education cannot be reduced to a mere transaction between study and career.
Rather, education should be reclaimed as a space for genuine curiosity and intellectual growth. The question should not only be ‘What job will this lead to?’ but also ‘What kind of knowledge and understanding will this cultivate?’ In that sense, I hope the rise of AI may finally push us towards a healthier appreciation of education’s true value.
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