In recent analyses reported by the Higher Education Statistics Agency (HESA), concerning trends have emerged regarding university “cold spots” throughout various regions of the UK. Certain subjects, notably modern languages including French and German, have seen an alarming plunge in student enrolments—signifying that educational opportunities are shrinking for students who wish to pursue these fields. This has been compounded by the fact that there are fewer available courses in specific regions, with potential implications for the future of language studies at the higher education level.
HESA’s latest data shines a light on an extensive decline in full-time student enrolments for French studies, which have dwindled from approximately 9,700 in the 2012/2013 academic year to merely 3,700 by 2023/2024. The figures for other language areas have also dropped markedly, notably from 125,900 to 80,100 students in language and area studies during the same period. This decreasing trend represents a larger pattern observed in language studies, where dramatic cutbacks have resulted in courses being suspended or entirely phased out due to low enrolments. The situation is further exacerbated by financial challenges facing universities, compelling them to make tough decisions about course offerings.
Interestingly, while language studies are collapsing, certain technological fields, like artificial intelligence, have experienced significant interest and growth. For instance, enrolments in artificial intelligence courses began with around 1,800 full-time students in 2012/2013, dipped slightly to 900 the following year, before ultimately surging to a remarkable 9,100 in 2023/2024. This dichotomy suggests a shifting landscape in student interests, heavily influenced by employment opportunities and perceived value in specific job markets.
The ongoing reductions in courses have led to protests from students and faculty, as illustrated by the opposition seen at the University of Nottingham against its decision to suspend modern languages and music programs. This discontent is not merely a reaction to institutional policies; it raises deeper questions about cultural and educational values in society. The stark contrast in the popularity of study areas reflects changing priorities that may leave students in certain geographic areas, particularly those away from major metropolitan centers, with diminished access to educational resources.
Emma Walkers, a modern languages course leader at Bilborough Sixth Form College in Nottingham, highlighted the local ramifications of these cuts. With the suspension of university language programs, future students may have to relocate to more expensive cities like London or Bristol for studies that are increasingly difficult to access closer to home. Such geographic disparities could widen the educational divide, alienating students from lower-income backgrounds who may face steep economic barriers to relocating.
Likewise, Catherine Richards, the principal at East Norfolk Sixth Form College, underlined that problems facing modern language studies often originate at the primary school level due to decreased encouragement for language acquisition early in education. As fewer students consider language learning viable, a damaging cycle emerges wherein decreased provision at GCSE levels results in fewer A-level candidates, ultimately contributing to diminishing numbers in university enrolments.
Prof. René Koglbauer, a former languages teacher and trustee of the Association for Language Learning, emphasized that the lack of university-level language programs might dissuade schools from offering A-level courses in the first place. Without exposure to advanced language studies, younger students may opt out altogether, leading to a downward trend.
Conversely, universities have attempted to counteract these trends by introducing “ab initio” courses—allowing beginners to embark on language studies regardless of previous exposure. Furthermore, programs featuring non-European languages like Arabic and Mandarin have also been developed to attract a broader student base. However, addressing the root causes of regional “cold spots” may require universities to adopt more collaborative approaches, pooling academic resources to ensure that accessible education in diverse fields is available across various locations. The future of language education rests on recognizing and addressing these disparities, ultimately aiming to foster an environment where such programs are valued and supported by advancing educational policies.
