Author Information
Janice Henderson, University of Doha for Science and Technology, QatarSweta Bharadwaj, University of Doha for Science and Technology, Qatar
Tiffany Cone, University of Doha for Science and Technology, Qatar
Abstract
As artificial intelligence reshapes technical industries, the role of human intelligence in education demands renewed attention. In many STEM-focused universities, general education is often treated as secondary. Yet the competencies fostered through the humanities — analytical reading, ethical reasoning, argument construction, and communication — remain essential for developing adaptable, future-ready graduates. This presentation shares early findings from a faculty-led study at an applied university aimed at identifying core humanistic soft skills that can be embedded into general education courses in mathematics and science. The central question guiding the project is: How can rhetorical and analytical skills be meaningfully integrated into technical curricula to enhance both academic and professional development? Drawing on faculty interviews, curriculum reviews, and research on the future of work, the study reveals gaps in students’ reasoning, synthesis, and audience awareness. It also highlights faculty openness to a shared curricular structure that nurtures critical thinking and ethical engagement alongside technical training. Although still in the initial stages and limited by sample size and institutional context, the project proposes a flexible framework for interdisciplinary teaching. The goal is to support not only technical proficiency but also the cognitive and civic capacities needed to navigate complexity, communicate insight, and lead responsibly. This paper contributes to ongoing discussions on the balance between technology and humanity in education, aligning with themes of global citizenship, job readiness, leadership, and the ethical role of higher education in an AI-driven world.
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