Introduction

In a world where technological advancements such as Artificial Intelligence (AI), Big Data, and machine learning are rapidly reshaping industries, economies, and societal structures, the way we approach education must continue to evolve. For decades, education systems worldwide have emphasised traditional academic structures, with a particular focus on science, technology, engineering, and mathematics (STEM). However, the increasing influence of AI and other digital technologies is prompting a re-evaluation of these age-old educational paradigms.

In Nigeria, the recent decision to make mathematics no longer compulsory for students in the arts and humanities tracks in senior secondary schools has sparked a national debate. The move, spearheaded by the Federal Ministry of Education, is intended to ease admission into tertiary institutions and remove perceived barriers to access. While this decision may seem like a positive step towards inclusivity and expanding opportunities for arts students, the broader implications of such a shift in the educational ecosystem warrant careful scrutiny, especially in the age of AI and digital transformation.

This article critically examines the recent policy change, considering its implications for arts students, its relevance in the context of modern technological advancements, and how it compares to educational practices in advanced countries. We will explore the role of mathematics in fostering critical skills across disciplines, the intersection of AI and education, and whether the removal of mathematics as a compulsory subject for arts students is a wise move in the long term.

The Policy Change: Expanding Access to Tertiary Education

The decision to make mathematics non-compulsory for arts students in Nigeria comes as part of a broader strategy to expand access to tertiary education. According to the Federal Ministry of Education, the move aims to increase annual admissions by up to 300,000 additional students, addressing the growing demand for university and polytechnic placements. With over two million students annually taking the Unified Tertiary Matriculation Examination (UTME), yet only about 700,000 gaining admission, this policy shift aims to level the playing field, ensuring that more students have access to higher education, regardless of their chosen discipline.

While the desire to enhance access to tertiary education is commendable, it raises crucial questions about the long-term implications of such a policy. The removal of mathematics as a mandatory subject for arts students may indeed simplify the path to university admission, but does it undermine the educational foundation required for a truly modern, digital-first workforce? How does it align with global trends in education, particularly in the face of rapid technological changes?

The Importance of Mathematics: Beyond the Classroom

Mathematics has long been seen as the bedrock of critical thinking, problem-solving, and analytical skills. From an educational perspective, mathematics teaches students how to approach complex problems, think logically, and analyse patterns. These are foundational skills that transcend traditional mathematical contexts and are crucial for success in virtually every field, including the arts and humanities.

 1. Critical Thinking and Analytical Skills

While arts students may not apply advanced calculus or algebra directly to their subjects, the process of learning mathematics helps build critical thinking and analytical skills that are valuable across disciplines. The ability to break down complex problems into manageable parts, reason logically, and solve them systematically is a skill that enhances creativity and problem-solving in fields such as literature, history, and the social sciences.

For instance, a student studying history or economics benefits from understanding statistical analysis and data interpretation. The ability to read and understand trends, whether in social behaviour or historical events, is grounded in mathematical principles, even if the student isn’t using a calculator every day.

 2. Interdisciplinary Opportunities

Mathematics is no longer confined to the realms of science and technology. The rise of fields like digital humanities demonstrates how mathematical concepts can be applied to the arts. From using data analytics to understand social trends to utilising algorithms for literary analysis, interdisciplinary approaches between the arts and STEM are becoming increasingly common.

In the modern world, many industries, ranging from design and architecture to media and entertainment, rely heavily on data-driven approaches. AI, for example, is now being used in film and music production to predict trends and personalise content. A foundational understanding of mathematics could empower arts students to engage meaningfully in these new, innovative fields. Removing this requirement might inadvertently restrict students from exploring such interdisciplinary opportunities.

AI and Digital Transformation: A Call for New Skills

In an age dominated by AI, digital technologies, and automation, the traditional division between STEM and the arts is becoming increasingly blurred. AI is reshaping how work is done across all sectors, including those traditionally seen as the domain of the humanities. From AI-driven content creation to the use of big data in understanding social dynamics, digital tools are making their way into every field.

 1. The Role of Mathematics in AI

While AI itself may perform complex calculations and data processing, the understanding of mathematical concepts such as algorithms, probability, and statistics is crucial for anyone looking to engage with or understand AI. In fact, the foundation of AI is rooted in mathematics, and those working in AI-related fields need at least a basic understanding of mathematical principles to design, analyse, and critique AI systems.

 2. Preparing Students for the Future Job Market

In the future, jobs will not be divided into traditional sectors but will require workers who can navigate complex, technology-driven environments. These environments demand the kind of critical thinking, problem-solving, and data literacy that a solid grounding in mathematics provides. While AI can automate many tasks, the ability to think critically about problems, to innovate, and to collaborate will remain uniquely human attributes. These are precisely the kinds of skills that are honed through the study of mathematics.

Thus, while arts students may not need to become mathematicians, having a working knowledge of mathematics in the digital age is essential. Students in the arts, social sciences, and humanities will increasingly encounter data analytics, machine learning, and other AI-related fields in their professional lives. Preparing them for this reality by maintaining a mathematical requirement is not just about enhancing their problem-solving abilities but about giving them the tools to thrive in a technology-driven world.

Global Perspectives: What’s Happening in Advanced Countries?

When compared to educational systems in advanced countries, Nigeria’s decision to remove mathematics as a compulsory subject for arts students appears to be a step backwards, particularly in the context of global trends in education.

 1. Focus on STEM and Interdisciplinary Approaches in Developed Nations

In countries like the United States, the United Kingdom, and Canada, there is a growing emphasis on interdisciplinary education, where STEM subjects are increasingly integrated into non-STEM fields. In fact, the rise of fields like “digital humanities,” which combines the arts and humanities with data science, is a prime example of how mathematics is becoming increasingly important, even in the arts.

Many universities worldwide now offer programs where students from all disciplines, whether arts, humanities, or social sciences, can access courses in data analytics, machine learning, and AI. The expectation is that all students, regardless of their field of study, will have a fundamental understanding of these topics. Mathematics plays a crucial role in this understanding, making it a vital skill for students across all disciplines.

 2. Preparing Students for a Digital Future

Countries with robust educational systems have recognised that the future workforce will need a broad set of skills that combine both technical and non-technical knowledge. For example, in Finland, where education is globally recognised for its quality, students are exposed to mathematics from an early age, even within non-STEM subjects, to foster a well-rounded approach to problem-solving. Finnish schools focus on interdisciplinary learning, encouraging students to apply their mathematical skills to creative and critical thinking in the arts and humanities.

Similarly, in countries like Germany, where vocational education and training are prioritised, students are equipped with both technical skills and a strong theoretical foundation that includes mathematics. This dual approach has proven successful in preparing students for the rapidly changing global economy, where cross-disciplinary skills are highly valued.

The Future of Education in Nigeria: Balancing Inclusivity and Rigour

While the goal of increasing access to tertiary education is essential, it must not come at the expense of the rigour and quality that is necessary to prepare students for the demands of a digital and AI-driven economy. Instead of removing mathematics as a compulsory subject for arts students, a more balanced approach could involve adapting the curriculum to ensure that mathematics is taught in ways that are relevant to students in the arts.

For example, rather than focusing on advanced calculus or algebra, arts students could be taught practical mathematical concepts such as statistics, logic, and problem-solving techniques, all of which are directly applicable to a wide range of professions. Introducing interdisciplinary projects that combine mathematical reasoning with artistic and social analysis could also provide students with a broader, more relevant skill set.

Moreover, in the age of AI, the emphasis should be on digital literacy across all disciplines, ensuring that students have the skills to engage with technology meaningfully, regardless of their field of study. Ensuring that mathematics is a foundational part of this education will equip students to face the challenges and opportunities presented by the digital age.

Conclusion

The decision to remove mathematics as a compulsory subject for arts students in Nigeria reflects a broader challenge facing the country’s education system: adapting to a rapidly changing world while maintaining academic rigour and preparing students for a future driven by digital technologies. While the reform aims to address access issues and provide more opportunities for students, it risks overlooking the crucial role mathematics plays in developing critical thinking, problem-solving, and analytical skills—skills that are essential for success in an increasingly complex, technology-driven world.

In an era dominated by AI and digital transformation, Nigeria needs to reconsider its approach to mathematics education, one that encourages interdisciplinary learning and prepares all students, regardless of their field, for the challenges of the future. Education systems worldwide are increasingly focusing on digital literacy and multidisciplinary skills; Nigeria must follow suit to remain competitive on the global stage. The future of Nigerian students depends on their ability to think critically, innovate, and engage with the digital world. Mathematics will remain a crucial tool in helping them achieve these goals.