Why Social Sciences Are Far From Obsolete: Lessons From My International Relations Training in the UK

In a recent Facebook post, a social commentator argued that social science disciplines, such as sociology, anthropology, political science, international relations, and others, are no longer relevant in today’s labour market. He insisted that only “tangible and technical skills” matter for survival in the 21st-century economy. The post triggered heated debate, especially across Nigerian social media spaces, reflecting a growing anxiety about employability in a country where unemployment remains persistently high.

While concerns about graduate employability are legitimate, especially in Nigeria’s oversaturated labour market, dismissing the relevance of social sciences is both inaccurate and shortsighted. The problem facing Nigeria is not the irrelevance of these disciplines but the structural failures within our educational and economic ecosystems. Even graduates of engineering, technology, and other “marketable” courses struggle with unemployment, evidenced by high-profile cases such as the Dangote Refinery’s dependence on expatriate technicians despite Nigeria producing thousands of engineering graduates each year.

This signals a deeper issue: a chronic misalignment between what institutions teach and what employers need. The roots include weak vocational guidance, underfunding, lack of industry–academia collaboration, outdated curricula, poor facilities, and inadequate lecturer welfare. Nigeria’s education budgets have averaged around 7% far below UNESCO’s 15–20% recommendation (Budget Office of Nigeria, 2023). Such conditions make it difficult for any discipline to thrive, whether social sciences or technical fields.

As someone who studied International Relations (IR) twice, first in Nigeria and later in the United Kingdom. I have seen these differences firsthand. My UK experience did more than affirm the relevance of social sciences; it demonstrated how strategic curriculum design can transform these disciplines into engines of practical skills and global competencies.

What My UK Education Revealed About the Power of Social Sciences

Studying International Relations (IR) in the UK exposed me to a modern, interdisciplinary, and skills-oriented curriculum drastically different from the theory-heavy model dominant in most Nigerian universities. In addition to traditional IR modules like security, diplomacy, power, conflict, international law, human rights, gender, and global governance, etc., the programme integrated practical courses intentionally designed to produce adaptable, globally competent professionals.

Three modules were particularly transformative:

1. Brand Communication and Reputation Management

This module taught us how organizations, governments, corporations, multinationals, and NGOs communicate their identity, manage crises, and maintain public trust. In today’s media-saturated landscape, reputation is political power. These competencies are essential not only for political actors and diplomats but also for companies managing public relations, advocacy campaigns, or stakeholder engagement.

2. Intercultural Business Competencies

The 21st century is multicultural. Whether negotiating trade deals, running diplomacy, leading multinationals, or coordinating humanitarian operations, one must navigate cultural norms, communication styles, and power hierarchies. This module strengthened communication, negotiation, teamwork, and conflict-resolution skills across diverse cultural environments—competencies every employer desires.

3. Practicum-Based Learning and Case Simulations

Rather than abstract theorizing, the UK model relied on real-world applications:

(i) analysing diplomatic crises

(ii) policy simulations

(iii) scenarios anchored by practitioners, including facilitators from the UK Ministry of Defence Outreach Programme

(iv) research briefs, stakeholder analyses, and strategic communication tasks

This bridging of theory and practice showed how social sciences can and should equip graduates with applicable skills that match employer expectations.

These experiences convinced me that social sciences are not outdated; they become powerful when universities embed them in reality, innovation, and global best practices.

Why Social Sciences Remain Indispensable in a Digital, AI-Driven World

Contrary to popular belief, the rapid rise of technology has made social sciences more relevant, not less. Today’s most complex challenges, such as AI ethics, cybersecurity governance, migration, climate insecurity, digital diplomacy, public mistrust, and misinformation, are fundamentally human problems requiring analytical, ethical, and sociopolitical perspectives.

Social sciences help societies navigate:

1. Governance of emerging technologies

Political scientists and IR experts shape debates on surveillance, algorithmic bias, digital rights, data protection, and cyber governance.

2. Social stability and security

Sociologists and anthropologists interpret how communities respond to AI, job displacement, social media, and cultural change, which is crucial for designing effective public policies.

3. Global cooperation and conflict prevention

International Relations frameworks are essential for understanding diplomacy, multilateral institutions, regional security, climate negotiations, and peacebuilding.

4. Ethical decision-making

Technical skills create products. Social sciences create the frameworks that guide how they should be used, regulated, or restrained.

The OECD (2019) and World Economic Forum (2020) consistently rank critical thinking, emotional intelligence, complex problem-solving, ethics, cultural competence, and communication all core social science strengths among the most desired skills for the future of work.

Why Nigerian Institutions Lag Behind

The commentator’s frustration, though misguided, reflects a real problem: Nigerian institutions are not teaching social sciences the way modern labour markets require.
Key issues include:

(i) excessive focus on outdated theories

(ii) poor integration of practical skills

(iii) absence of industry-expert modules

(iv) weak ICT and research infrastructure

(v) limited collaboration with policymakers, employers, and practitioners

(vi) minimal exposure to intercultural, digital, and innovation-driven content

These gaps widen the distance between graduates and employers.

To remain competitive, Nigerian institutions must:

1. Modernize curricula to reflect digital-era realities.

2. Integrate interdisciplinary learning linking social sciences with technology, business, data, communications, and innovation.

3. Embed practical learning through internships, case simulations, and real-time policy labs.

4. Collaborate with industry, allowing practitioners to co-design and co-teach modules.

5. Strengthen vocational and career guidance from secondary school onward.

The Real Solution: Reform, Not Rejection

Social sciences are not obsolete; they are evolving. Nigeria does not need fewer social scientists; it needs better-trained, globally competent, practically equipped ones. Millions of Nigerians will not become coders or engineers, and society needs professionals who understand governance, diplomacy, negotiation, ethics, human rights, culture, communication, security, and public policy.

For graduates who already passed through the old system, upskilling is essential—through platforms like edX, Coursera, Udemy, Skillshare, Alison, TED-Ed, and professional mentorship networks.

My experience in the UK showed what is possible when social sciences embrace innovation. Rather than dismiss these fields, Nigeria must embrace reform—ensuring that graduates are not only employable but capable of addressing the complex social and political challenges shaping our world.

Dr. S.B. Adams writes from Gombe State.

References

Budget Office of Nigeria. (2023). Annual Budget Performance Reports. https://www.budgetoffice.gov.ng

OECD. (2019). The Future of Work: Employment Outlook. Paris: OECD Publishing.

UNESCO. (2023). Education for Sustainable Development: Budget Allocations. https://www.unesco.org

Williams, D. (2022). The Importance of Interdisciplinary Education in Social Sciences. Journal of Education and Policy Studies, 34(4), 45–60.

World Economic Forum. (2020). The Future of Jobs Report. Geneva: World Economic Forum.

UK Ministry of Defence Education Outreach Program. (2022). Workshops and Simulations in Diplomacy and Conflict Resolution. https://www.gov.uk/mod