Why 2026 needs to SHAPE up
As technology advances, the things we should keep an eye on is the humanities.
Professor Joanna Newman, Provost, SOAS University of London
"We live in a world of intolerance and the closing of borders against ideas and people."
"My belief is that SHAPE will have a significant role in steering us through the tech revolution - and this should be driven by universities."
Cultural influences on tech development was the thought-provoking subject of SOAS research that caught my eye recently. An ethnographic study in human and robot interactions showed how culture, spirituality and belief all influence robotic creations – from movement, their relationship with humans and the use of AI. What was interesting is how this approach reminded me of the importance of humanities in world of tech.
Among all the discussions and debates about AI and other emerging technologies, the context of where AI is being deployed, how it is developing in different ways in different places and by different groups, is less well understood and discussed.
A BBC-led study published last year revealed how AI assistants misrepresent news content 45 percent of the time, but a Reuters report showed that people still trust the news more than they trust ChatGPT. Understanding the behaviour and attitudes of people, and the impact of technological changes on societies, is the lifeblood of humanities and social societies.
As the Provost at SOAS, I am very proud to be part of a university community that has long understood the importance of examining perspectives from around the world. We have been fortunate at SOAS to be home to an international community of students and scholars, which enhances and informs our approach to research and learning.
In 2026, I will be continuing to advocate for international education, to expand our thinking and our ideas. We live in a world of intolerance and the closing of borders against ideas and people. Collaborating with international partners is not only how we deliver the best education and research, but underpins the type of collaboration that addresses the complex and growing challenges we face. Knowledge of languages and cultures are the key ingredients that make our graduates culturally aware and able to contribute to global trade, investment and international collaboration around the world.
But there are of course political challenges to overcome for maintaining this rich perspective. On the plus side, the UK has just rejoined Erasmus which is positive for its students. But last year, HESA data showed the overall number of international students falling for the first time since 2014. Visa restrictions on bringing dependents to the UK, less time to work post study, and the need for finances to cover living costs have all contributed to this fall. The international student levy could also pose further challenges.
As AI accelerates its influence in our life and work – when diversity on our UK campuses is so clearly impacted - we must ask what is the potential impact for people? Microsoft’s recent Global AI Adoption report showed that AI use in the Global North grew nearly twice as fast as in the Global South – failing to grasp the challenges the ‘AI divide’ presents – and the consequences - will be at our peril.
The Global AI Adoption report showed the percentage of people using AI is in the region of 16% – and the majority of users aged between 18 and 34 years. Considering this against the fact Africa’s youth population is the largest in the world, but among the lowest adopters with the exception of South Africa, it’s not just the divide that should concern us, but the scale of information and perspective that AI is missing.
We know the humanities and social sciences play a critical role in helping us understand societal context in relation to technology. So, when asked what I am looking forward to seeing in 2026 – it's how the social sciences and humanities will help us critique, guide and navigate the future development of AI.
Navigating the free speech debate has become increasingly challenging and should be firmly on all university agendas. As traditional news consumption continues to decline and people turn to social media or increasingly AI, we must find ways to demonstrate our common ground. By its very definition the humanities is the study of what it is to be human. As a historian, I’ve always felt that understanding the past is crucial to our knowledge of the present. But it is also about understanding life as we live today, how we celebrate life through sport, through cultural and religious festivals, through ceremony and art– these rituals are at the heart of most communities – and how they intertwine with and influence the digital space can only be examined though SHAPE.
Take medical advances, as an example - a major research project examining mental health at SOAS is using anthropological techniques to help unlock insights into the challenges facing both service users and providers. The aim of the project is to drive meaningful innovations in mental health care, leading to more inclusive and effective approaches. Our scholars have used digital spaces such as online gaming to bridge academic research with accessible gameplay. Umoja uses interactive storytelling, mini-games, and historically grounded quests to bring untold stories of resistance to slavery to life. Graphic novels and animation were used to depict stories of migration in the SOAS Gallery last year, an exhibition by the SOAS-based organisation Positive Negatives, showing how visual arts can both highlight challenging stories and give complex research greater impact.
My belief is that SHAPE will have a significant role in steering us through the tech revolution - and this should be driven by universities. That’s why we must be alert in 2026 to the challenges our disciplines face. Last year The British Academy - the UK's national academy for the humanities and social sciences - warned of SHAPE ‘colds spots’ in the UK as universities are forced to cut courses. The debate about the value of a degree based on earnings – often prioritising STEM - and public opinion on whether a degree is worth it or not – will rage on.
However, at a time when the UK government is seeking out a national renewal through the deployment of new technologies, we also need a clear vision about what this means for our society and the benefits and choices for our people. In universities, this means making sure that our students and our academic community is equipped to learn, create and challenge the knowledge necessary to use technological developments for the benefit of all, not some.
Professor Joanna Newman MBE FSRA is Provost of SOAS University of London. She was previously the first female Secretary General of the Association of Commonwealth Universities and Vice-President (International) at King’s College London. She is a board member of Advance HE and CARA (the Council for At-Risk Academics), and serves on the UK Global Advisory Committee for QS.