Applications to study artificial intelligence (AI) at UK universities have risen sharply this year, even as interest in wider computing courses has fallen, new figures reveal.
Data from Ucas, provided to the PA news agency, shows that applications for AI degrees have climbed by 15% compared with last year. This rise stands in contrast to a 10% drop in overall applications to computing courses, following five consecutive years of growth in the subject.
AI degrees still account for only around 5% of all computing applications, with more traditional courses such as computer science, computer games and animation, and software engineering making up the bulk of the discipline. However, the decline in applications to these more established fields has contributed to the overall fall.
Interestingly, the rise in AI applications has been slightly more pronounced among women, with a 15% increase, compared to a 12% rise among men. Experts have hailed this development as a positive step towards a more diverse technology workforce, historically dominated by men.
Commentators suggest that the growing enthusiasm for AI reflects both public hype and concerted efforts by the Government to position the UK as a global leader in artificial intelligence. In January, Prime Minister Sir Keir Starmer unveiled the AI Opportunities Action Plan, which included plans to expand the use of AI tools across the public sector and significant investments in the country’s AI infrastructure.
BCS, The Chartered Institute for IT, which also reviewed the figures, said the data showed young people were acutely aware of AI’s transformative potential for society and the economy.
Julia Adamson, Managing Director for Education at BCS, said: “Young people – and a rising percentage of young women – know that studying AI gives them the power to change the world. The results reflect the evolving nature of the digital economy. AI and information systems are emerging fields, particularly for female applicants, which is a positive step towards building a more diverse tech workforce.”
She added: “The Government’s strategy to make the UK a global AI leader hinges largely on growing the pipeline of university graduates in a range of related subjects, alongside digital apprenticeships and other professional development initiatives.”
While the growth in AI degree applications is notable, experts caution that numbers are still relatively modest when compared to traditional computing courses. Furthermore, they point out that many individuals without undergraduate computing degrees are now entering the AI field via postgraduate conversion programmes, such as Google DeepMind’s Research Ready initiative.
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Julia Adamson also noted that discussions are ongoing with government officials, computing teachers, universities, and industry leaders to understand the broader trends impacting computing education.
Among the factors being explored are the current market for entry-level developer roles, shifting perceptions of technology careers driven by the prominence of AI, the influence of big tech firms on geopolitics, and the persistent under-representation of women in technology fields. Early subject choices made during secondary education also play a critical role, she said.
Despite the decline in overall computing applications, experts remain optimistic that the UK can build a strong, skilled digital workforce fit for the future. The rising interest in AI is seen as a critical opportunity to not only address skills shortages but also to make the tech industry more representative and inclusive.
As the Government doubles down on its ambition to lead globally in AI innovation, ensuring a steady stream of graduates in related disciplines will be vital. The latest figures suggest that young people are increasingly ready to rise to the challenge.
Would you like me to also create a short infographic summarising the trends in AI versus computing applications?
