Crescent University Lecturer Unveils MASHET, Puts Humanities Back at the Centre of Education

Aina Obasanjo 

Humanities are making a comeback in the debate over the future of education, following the introduction of a new learning framework by a lecturer at Crescent University, Abeokuta, Ogun State.

Dr. Kola Adesina, Head of the Department of Mass Communication, has proposed MASHET, a curriculum model designed to restore humanities to the widely adopted Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, Arts and Mathematics (STEAM) frameworks.

Dr Adesina explained that the new framework will respond to what he describes as a major gap in contemporary education, the marginalisation of humanities and social sciences in the training of future professionals.

He argued that while STEM and STEAM have produced generations of technically skilled graduates, they have not sufficiently developed critical thinking, ethical judgment, communication skills and social responsibility.

“The missing ‘H’ is not merely an additional letter. It represents a fundamental shift in how education should prepare learners for the challenges of the 21st century,” he said.

Dr Adesina explained that the idea for MASHET emerged from more than two decades of study and reflection, beginning during his postgraduate education programme at Canterbury Christ Church University in the United Kingdom.

Drawing from his experiences teaching and observing students across Africa, he noted that many learners perform exceptionally well in technical disciplines but often struggle with critical analysis, persuasive writing, ethical reasoning and evaluating the broader societal implications of innovation.

He said the humanities provide essential skills that technology alone cannot replace, including the ability to understand history, interpret culture, assess power structures and communicate ideas effectively.

“The goal is not to reduce the emphasis on science and technology,” Adesina said. “Rather, it is to strengthen them by adding context, moral reasoning and human-centred thinking.”

Dr Adesina pointed to the growing recognition of this concern in Europe and other parts of the world, where educators are advocating greater integration of humanities into technical curricula.

Under the MASHET framework, students would be encouraged to ask deeper questions about the impact of innovation on society, while developing the ethical and communication skills needed to address real-world challenges.

The proposal has generated mixed reactions among educators. Supporters view it as a timely intervention that could help produce graduates capable of combining technical expertise with social awareness. Critics, however, worry that expanding the curriculum could weaken focus on science and technology skills that remain crucial for economic development.

Despite these concerns, Adesina insists that humanities should not be seen as competing with science but as complementing it.

As conversations around education reform continue globally, MASHET adds a new voice to the growing call for an education system that values not only what students can build and invent, but also how they think, communicate and contribute to society.