The first technical and business universities in the United States have begun to teach cryptocurrency. The main point is not only Bitcoin’s first cryptomania, but also blockchain technology in general. Students will also receive information not only of technical character, but also of business. Blockchain, like artificial intelligence, has the ability to intervene in most industries, which can bring new startups and systems to replace existing ones.
In 2009, an unknown creator named Satoshi Nakamoto launched the first decentralized distributed database based on blockchain technology – Bitcoin. Crypted since then, it has been functioning without mistakes, gaining value, and still retaining the position of the most valuable cryptocurrency in the world.
Since that time, however, many other cryptocurrencies have already been discovered, with over 1,500 new systems built on the blockchain itself. On the contrary, they emerge from the classical financial segment and focus mainly on exploiting the capabilities offered by the blockchain (verified and secure information transactions) and it has not been possible so far.
Elite universities respond to the market
As reported by the New York Times, major American universities have embarked on teaching these technologies with the expansion and success of the cryptocurrency and blockchain. However, given that extremely rapid innovation is taking place in this area, the professors themselves warn that they do not know the latest and try to build on the basic principles of these technologies.
Universities such as Carnegie-Mellon University, Cornell University, Duke University, New York University (NYU), Princeton University, Berkeley University of California, Stanford University, or Massachusetts Institute of Technology are among universities that have launched courses in this field.
These are renowned universities, which are constantly making world discoveries in various scientific disciplines. The demand for professional teaching in the area of cryptocurrency and blockchain was a necessity and one of the first courses built on the classical credit form was launched in 2014 by Professor David Yermack of NYU specializing in business and law.
Huge interest of students
Although the different types of schools have a different focus, it mostly covers both the technological part of the blockchain, the bitcoin and the cryptome in general, as well as the business and economic links that are related to it.
The courses are so popular among students. For example, in the NYU, the professor had to change the original lecture room with a maximum capacity of 180 students to a larger one, which can accommodate up to 225 people. Princeton University is already the fifth most popular subject, and even at the University of California at Berkeley, students in the crowded hall are also on the sides to avoid attending a lesson titled “Blockchain, CryptoEconomy and the Future of Technology, Business and Law.”
For example, the relationship between this new technology and bitcoin is about solving money itself and comparing past, current and future systems for the financial segment.
Technical universities, on the other hand, place more emphasis on technology and use in industries that can be disturbed by a distributed blochchain-based decentralized database, modify existing business models, and enable new startups that are more efficient and safer than existing companies using existing centralized transaction systems.
As with the beginning of computers
The new trend reminds a bit of the beginnings of computer education, which was attended by such great giants as Bill Gates, Steve Jobs, Steve Wozniak and others. As in the case of artificial intelligence, which is also experiencing a great interest of students in technical disciplines, the demand for specialists in this field is increasing.
Students are also keen to be among the first experts to be able to set up their own business with their own product or service, so letting them work in such a new startup. But blockchain technology is trying to gradually implement large, steady companies, so students can find such a form of employment. Thanks to this knowledge, they will have much greater value on the labor market than regular programmers.