Restructuring Higher Education Institutions (HEIs) in Jamaica: Introducing and Implementing Artificial Intelligence (AI) in a Meaningful way in the Curricula

Abstract

Higher Education Institutions (HEIs) play a critical role in national development by producing skilled labour, innovative thinkers, and conceptual leaders capable of addressing complex societal challenges. In Jamaica, HEIs are central to fostering critical thinking, problem-solving, and creativity. However, many institutions have been slow to integrate emerging technologies, such as Artificial Intelligence (AI), into their curricula. AI offers the potential to enhance human creativity, efficiency, and analytical capacity, but resistance persists due to fears about its impact on intellectual development, academic integrity, and traditional pedagogical paradigms. Drawing on Thomas Kuhn’s theory of paradigm shifts, this study examines the tension between conventional educational approaches and the integration of AI in Jamaican HEIs. The current research suggests that resistance to AI stems from fear of the unknown rather than from evidence-based reasoning, and highlights the need to align curricula with technological advancements. Through a conceptual analysis, this study emphasises the importance of embedding AI meaningfully into teaching and learning processes, ensuring that it complements rather than replaces human intellectual contributions. By doing so, HEIs can maintain relevance, enhance the quality of higher-order cognitive skill development, and produce graduates equipped to navigate the evolving technological landscape. This study underscores the need for policy interventions, curriculum redesign, and faculty training to support the ethical, practical, and innovative application of AI in Jamaican HEIs.