Over the last five years, UK universities have witnessed a disturbing decline in the number of core science courses available to undergraduates. Chemistry and biosciences have been particularly hard hit, with chemistry courses slashed by more than 25% and biosciences reduced by almost 15% since the 2019-20 academic year. This trend is not just worrying—it is a direct threat to the future of the UK’s scientific and industrial sectors.
The reduction in science courses cannot be chalked up to simple shifts in student interest. While it is true that students are increasingly opting for courses with higher earning potential, the deeper issue lies in the financial pressures that universities have been grappling with for years. The current funding model is broken, and the government’s cap on tuition fees has led to an unsustainable situation where institutions struggle to meet their operational costs. The prioritisation of courses with less resource-demanding structures—those that generate quick returns—has meant that science departments, which require substantial investment in infrastructure and labs, are being sidelined.
Many universities are consolidating or even closing their science departments altogether in a desperate attempt to cut costs. Aston University, for example, has stopped offering its chemistry BSc course, and Hull University has decided to close its entire chemistry department due to dwindling student numbers. This is more than just a short-term financial fix; it represents a long-term failure to recognise the role that science plays in driving innovation, economic development, and societal progress.
This trend is nothing short of reckless. The future of the UK’s economy relies on a steady stream of skilled professionals in fields like chemistry, biology, and engineering. These are the industries that fuel advancements in renewable energy, biotechnology, and medical research—the very sectors that will determine the UK's ability to compete on the global stage in the coming decades. By undermining the foundation of these core disciplines, the UK risks losing its competitive edge, falling behind in crucial industries, and missing opportunities to address global challenges such as climate change and health crises.
If we fail to invest in science education now, we will pay the price for generations to come. The failure to adequately fund and support science departments is nothing short of short-sighted. It’s not just about providing education for the sake of knowledge—it’s about ensuring the UK’s workforce remains equipped to tackle the world’s biggest problems. Without a strong foundation of science graduates, we will find ourselves ill-prepared to meet the demands of a rapidly changing world.
This decline is not just an issue for universities; it’s an issue for students too. With fewer options to study core scientific subjects, aspiring scientists are being pushed out of the system, forced to look abroad for opportunities. As a result, the UK risks losing talent to other countries that continue to prioritise science education. This "brain drain" threatens to further diminish the UK’s standing in the global market, exacerbating the challenges posed by an already strained economy.
It’s clear that the government’s complacency has played a significant role in this crisis. The current system is simply not working. The government must take urgent action to ensure that science education is properly funded and supported. The government must ask universities to prioritise science education and provide the resources needed to ensure these critical courses remain viable. A failure to act now will have lasting consequences for the economy and the country’s future prosperity.
Increased investment in science departments, alongside targeted initiatives to make science careers more appealing, is essential. However, this will require collaboration between universities, government bodies, and industries to provide a cohesive strategy for safeguarding the future of UK science. Universities must also work more closely with industries to understand the demand for specific skills and tailor their curricula accordingly. It is only by properly investing in science education and recognising its value to society that we can begin to reverse the damage already done.
Catherine Williams