The Birth of a New Major: Economics Meets Artificial Intelligence

In April, the Central University for Nationalities is bustling with activity as students from the 2022 digital economy program prepare for their graduation thesis defenses and internships. This moment brings back memories of a few years ago when we faced a pivotal question: How can traditional economics education cultivate talent capable of navigating the digital wave?

The seeds we planted then have now borne fruit. This graduation season, our new graduates have received numerous offers from top institutions like Peking University, Tsinghua University, Yale University, and Nanyang Technological University, along with job offers from various companies. However, what is more noteworthy than these achievements is the innovative approach we developed for this new major.

With the deepening of digital China and the comprehensive rollout of the national “AI+” initiative, the digital economy is rapidly transitioning from a mere buzzword to a central battlefield. As one of the earliest universities to establish a digital economy major and the first among ethnic minority universities, we understand that education must not lag behind the trend of artificial intelligence reshaping economic forms.

Many perceive the digital economy as simply a mix of “economics + computer science.” However, our curriculum represents a profound reconstruction that breaks down disciplinary barriers. We have established a framework that emphasizes strong ideological education, solid foundational knowledge, broad perspectives, and a focus on innovation, creating a knowledge system that integrates theory, technology, and application. Students are required to master both the hard concepts of economic principles and econometrics, as well as new tools like Python programming, artificial intelligence, and machine learning.

Yet, merely relying on classroom education is insufficient to cultivate talent suited for the new intelligent economy. We have invited industry leaders and founders from the digital economy sector to serve as mentors, providing students with vibrant industry practices and cutting-edge business insights. For instance, during a digital economy introduction class, a prominent internet executive introduced a current large model product development case, sharing the real decision-making process of balancing technology implementation with commercial transformation. This practical teaching approach breaks down the walls between industry and classroom, allowing students to feel the pulse of the industry during their studies.

Breaking down classroom walls is crucial, but more importantly, we must dismantle campus boundaries, allowing students to gain hands-on experience. Utilizing the innovative platform of the Ministry of Education’s virtual teaching and research office for digital economy majors, students have excelled in competitions like the “Internet+” Innovation and Entrepreneurship Competition and data modeling contests, while also deeply engaging in projects involving digital product design and business data analysis in the industry. This mechanism of “integration of production and education, collaboration between schools and enterprises” enables students to connect with the industry’s dynamic pulse, making them highly competitive in the job market.

In terms of professional platform development, the university has invested significant effort. We have integrated resources from various disciplines such as economics, management, and computer science, securing approval for a master’s program in digital economy and establishing a doctoral direction in digital economy, forming a comprehensive training structure from undergraduate to doctoral levels. This is not only a long-term strategic plan for the university’s academic layout but also a response to the urgent market demand for high-caliber digital talent.

Looking ahead, new business models like artificial intelligence and Web 3.0 will continue to create new job opportunities, and the wave of the intelligent economy will comprehensively reshape economic and social forms. The exploration of professional development in higher education will remain ongoing. We aim to cultivate not only “data-savvy analysts” but also versatile talents who can consider economic efficiency, social governance, and ethical safety holistically. Preparing ambitious youth to become the backbone of industrial transformation is the best response from educators to the call of the times.