Humanities enrolment in higher educational institutions across the globe has been falling considerably in favour of STEM (Science, Technology, Engineering and Mathematics) careers, like Computer Science. While students eagerly pursue these disciplines, in doing so, they have simultaneously lost the possible grounding Humanities can provide in contextualising their knowledge. The overall purpose of this study is to use my unique perspective as a student of both disciplines to show the value Humanities can bring to the field of Computer Science and make a case for the need of an interdisciplinary approach for these seemingly unrelated disciplines. Because the study uses my experience as the basis for making this case, the research methodology used was an Autoethnography. The data was sourced from my own recorded self-reflective narratives and supported with my assignment feedback forms, assignments and excavation log. The findings were coded and organised by emergent themes which were then analysed using the interdisciplinary knowledge integration theory. The results show that while Humanities and Computer Science have a polarised approach to methodologies and perspectives that makes it particularly challenging for the integration of knowledge, it does provide significant competencies that can transfer and transform the learning experience and skills of students. These include communication, critical thinking, adaptability, and self-learning skills. It is for these uncovered benefits to students’ development that institutions should consider an interdisciplinary approach to higher education.