PwC Jamaica Says Universities to Prioritise AI Fluency and Critical Thinking in Preparing Future Workforce

PricewaterhouseCoopers Jamaica (PwC) is urging higher education institutions to strengthen AI fluency, critical thinking, and responsible AI use among students and faculty as artificial intelligence continues to reshape workforce demands, teaching models, and future employability.

 The call came during the AI Symposium 2026 hosted by the University of Technology, Jamaica, on Tuesday, May 12.

Speaking during the panel discussion titled “AI Readiness in Higher Education: Research Insights and Perspectives,” Hugh Thompson, Director at PwC Jamaica, emphasised that universities must move beyond viewing AI solely through the lens of misuse or detection and instead focus on building governance structures, adaptive learning models, and workforce-ready graduates equipped to work responsibly alongside AI tools.

“AI fluency now needs to become a foundational skill, just like numeracy, writing, and critical thinking,” Thompson said. “Students must not only know how to use AI tools, but also how to critically assess outputs, recognise bias, apply sound judgment, and understand when AI should and should not be used.”

The discussion explored how universities are adapting to the rapid pace of AI advancement and the growing challenge of developing policies capable of evolving alongside the technology. Professor Daniel Coore, Professor of Computer Science at the University of the West Indies, Mona, explained that UWI adopted an AI policy framework designed to remain flexible as AI capabilities continue to evolve at a pace that traditional institutional policy processes often struggle to match.

“The technology is evolving so rapidly that no single static policy can realistically keep pace with it,” Coore noted. “What institutions need are adaptive frameworks that allow guidance and governance to evolve responsibly as the technology changes.” Coore also argued that universities must rethink how they assess learning outcomes in an AI-enabled environment rather than focusing solely on preventing AI usage. “This is no longer about trying to create assignments that AI cannot answer,” Coore said. “The real objective is ensuring graduates can use AI responsibly and effectively to enhance productivity, problem-solving, and innovation within their professions.”

According to PwC’s 2026 AI Performance Study, organisations achieving the strongest results from AI are those investing in workforce capability, governance frameworks, and intentional implementation strategies rather than isolated experimentation. The report also identified growing demand for employees with adaptable skillsets, critical thinking abilities, and AI literacy as businesses increasingly integrate generative AI tools and large language models (LLMs) into everyday operations.

Thompson explained that employers are increasingly prioritising graduates who can combine AI competence with sound judgment and decision-making. “What organisations are looking for is not simply tool usage, but people who can apply critical thinking, interpret outputs responsibly, and understand the governance and data protection considerations surrounding AI,” Thompson said. “The market is increasingly rewarding individuals who can work effectively with AI while still demonstrating strong foundational knowledge and independent thinking.”

The panel also examined concerns surrounding learning erosion, assessment credibility, and workforce disruption as AI adoption accelerates across industries.

“We cannot design programmes as though AI does not exist,” Thompson added. “Institutions now have to rethink assessment methods, curriculum design, and the broader student experience to ensure graduates remain employable and capable in an AI-present world.”

Other panellists participating in the discussion included Dr. Kevin Brown, President of the University of Technology, Jamaica; Professor Andrew Spencer, President of the Caribbean Maritime University; Mr. David Mayer, Senior Standards Development Officer, University Council of Jamaica, and Professor Daniel Coore, Professor of Computer Science, UWI Mona.  The session, which was moderated by Dr. Shaun Barrett, explored the implications of generative AI for higher education governance, research, teaching, and Jamaica’s future workforce competitiveness. Professor Paul Golding and Dr. Tiou Clarke presented research findings examining generative AI usage among faculty and students across tertiary institutions. 

Panellists agreed that stronger collaboration among universities, regulators, educators, and public/private sector leaders will be essential to developing governance frameworks that support responsible AI adoption while equipping graduates with the practical, analytical, and adaptive skills increasingly required to compete in an AI-driven global economy.