AI is making its debut on the world stage, so the information science program is undergoing a redesign
In recent years, computer science has undergone radical change due to the rise of AI. This has led to a new curriculum for the Bachelor’s and Master’s programmes in Information Science, which will begin in September. Five questions for Sennay Ghebreab, Director of the Master’s programme. “We want to equip students with the full spectrum of knowledge, from computers to society.”
Why is there a new curriculum?
“Over the years, the programme has always adapted to technological developments, but in recent years, developments in computer and information sciences – and particularly in AI – have progressed at a tremendous pace. Students are increasingly asking critical questions: who has access to AI? What are the environmental impacts of data centres? Should I even study this if AI means that computer systems discriminate? Students didn’t ask those questions ten years ago.”
“The field of research has also changed. We now have professors who focus on the psychology of people and AI. Information sciences, not to be confused with computer science – which deals with the design, construction and understanding of computer systems and software – was primarily concerned twenty years ago with how businesses process information via computer systems. That scope is now much broader; in recent years, the field of research has shifted its focus to how people, organisations and society as a whole interact with technology and information.”
What will change with the new curriculum?
“The curriculum has become more technical; students are learning more mathematics, data science and programming, but at the same time the programme is also more applied to computer systems in organisations, communities, government and businesses. We want to provide students with the full spectrum, from computers to society.”
“For example, one of our PhD students has developed an algorithm for placing children in primary schools. The City of Amsterdam uses an algorithm from New York for this, but it turned out to have a two-way matching system built in, whereby not only the children but also the schools could indicate a preference. As a result, some children were placed in their 18th school of choice. The PhD student has created an algorithm that places all children in their top five schools. To implement the algorithm, the PhD student is in discussions with the council, which involves all sorts of political, legal and social aspects. We prepare students for that too.”
Over the past year, student numbers on the Bachelor’s programme in Information Science have fallen sharply. From 100 students in the 2022–2023 academic year to 27 in the 2025–2026 academic year. Why is that?
“There are several reasons for the decline. Demographic trends, and the increase in the range of options available. Every university has its own AI programme. And a great many social and economic studies have incorporated data science. The range of choices for students wishing to pursue a career in information, technology and computing has expanded considerably.”
“Globally, we’re seeing a decline in computer science at undergraduate level. This is partly due to concerns students have: is there a future in this? Should we contribute to systems that increase inequality? And also, if AI can programme itself, why should I still learn it? These are the questions and concerns among the younger generation.”
What are you going to do about that as a programme?
“By showing students that we ourselves are also developing and working on the responsible development and application of AI and information technology in general. There is often the impression that if you study AI or something technical, you’re only concerned with the technology itself and not with its consequences. That image is incorrect.”
In recent years, it is precisely the social sciences programmes, such as Future Planet Science and Natural and Social Sciences, that have seen a significant drop in student numbers. Are students actually looking for a social sciences variant of information science?
“I think so. It’s just that the message needs to come across more clearly: why is it necessary? That’s perhaps something we’ve been too passive about for too long, because student numbers have been rising steadily for years. As disciplines – whether it’s AI or information sciences – we haven’t communicated enough about what we actually do and why it’s important in this day and age. We really need to make that shift now. I’m stepping down as programme director this summer, but that’s one of the things I’m passing on: don’t remain passive. Get in touch with schools and explain what AI is, what information science is and why it’s relevant. I’ve always done that personally, but it hasn’t yet become institutionalised.”
