By Jasmine Symes, First Year, English
With the rising importance of AI in society, universities are becoming a part of the AI revolution. The University of Bristol is among 302 universities which offer undergraduate AI degrees. Bristol’s new Bachelor of Engineering (BEng) in AI, which will have its first cohort of students in 2026, is an innovative response to societal demand – but it is not without risks.
Epigram interviewed Dr. Leivas Oliveira, a lecturer at the University of Bristol, to find out more about the new BEng in AI. Academia’s role in the development of AI has been largely debated. Dr. Leivas Oliveira emphasised the essential role of academia not only in the AI revolution but also in society as it teaches students how to become responsible AI engineers.
‘Right now, it's not about building AI systems, it's about building AI systems that are going to have a positive impact on communities and society.’
The University of Bristol was not only awarded AI university of the year (NAIA 2024) but also is home to Europe’s most powerful supercomputer, Isambard-AI. Bristol has shown its dedication by being at the forefront of research. The BEng degree shares some similarities with Computer Science and Applied Mathematics but is unique as it not only teaches students how to develop AI but also the foundations of what AI is, and the principal mathematical skills behind it, which, according to Dr. Leivas Oliveira, makes Bristol stand out amid the universities offering the degree.
Bristol teaches a mandatory unit on ‘AI in Society’ in the first year, whilst other universities, such as Bath, Southampton, and Loughborough, do not have this unit as a mandatory part of their curriculums. The importance of acknowledging the social impact of AI cannot be overstated. According to The Guardian, ‘we need to be more sceptical and less celebratory’ to better our understanding of the impact of AI. Dr. Leivas Oliveira, the unit convener for AI in Society, evoked the importance of this unit:‘We do have a social responsibility on what we build because that can impact the lives of thousands, even millions of people.’
Through the mandatory unit of ‘AI in Society’, Bristol encourages students to be aware of the negative impacts of AI. This includes issues such as potential biases that can be programmed into AI systems which impact the capability of machine learning (the use of AI to replicate the way our brains work) to make fair decisions; the effect it can have on the environment, and the economics and politics of AI, which teaches students the government regulations and laws so they can become responsible machine learning engineers.
‘Right now, AI is touching everything. And that goes to say why AI in Society (the module) is really important.’
Dr. Leivas Oliveira aims to give students the opportunity to have contact with people in the industry, talk to people that are building these systems, and ask questions about what is expected from them. This includes specialists on ethical and sustainable AI, and the philosophical aspects of AI. He acknowledges that large AI platforms such as Grok are already committing crimes and the degree will tackle the problems of bias and generalization, teaching students how to make systems safe and use them responsibly. Alongside this, Dr. Leivas Oliveira brings a unique view, having to overcome a lot of bias problems throughout his career.
‘We want to train students that AI, it’s a tool and we need to learn how to use it properly.’
The government’s new Spärck AI scholarship, which offers a fully-funded masters to students at leading universities, includes the University of Bristol, and ‘is backed by £17.6 million in government funding and delivers on a recommendation of the AI Opportunities Action Plan’. This indicates the government’s desire to utilise universities to prepare students for a workplace with AI at the forefront. The cohort for the undergraduate and masters at Bristol is estimated to reach 250 students.
Piers Hamilton
Miles Gilroy
Could this degree threaten academic integrity? AI notoriously threatens academic integrity, but the BEng seems to do the opposite. It teaches critical thinking skills and ensures that students know how to use AI to refine, rather than create ideas. By teaching students to be vigilant to errors AI systems can make, some of the risks AI poses to society could be mitigated. It is crucial to have academics at the forefront of this revolution.
‘It’s a new revolution. New jobs are going to appear; some jobs may adapt but that is part of society. We want to move forwards.’
The outcome of AI’s impact on the future is ultimately unknown. However, responsible academics with extensive experience, like Dr. Leivas Oliveira, play an active role in teaching the social responsibilities that come with the usage and creation of AI.
Featured Image: Epigram / Anna Dodd
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