As artificial intelligence changes how companies operate, universities need to rethink how to prepare students for an AI-powered workplace, according to a new study.

Published in Frontiers in Education, the paper by Dr. Kelechi Ekuma of the University of Manchester’s Global Development Institute argues that universities should reconsider how they teach, assess, and prepare students as AI systems become more common across industries.

While much of the response to generative AI since the public launch of ChatGPT in 2022 has centered around detecting AI-generated content and plagiarism, Ekuma argues that the approach ignores what skills students will need when they have to compete with AI in the workplace.

“This challenge is especially urgent because AI and automation now cut across domains that have long been central to development scholarship,” Ekuma wrote. “They are being embedded into public administration, welfare targeting, agriculture, finance, health, education, identity systems, humanitarian response, and labour management.”



Instead of treating AI primarily as an academic integrity issue, the paper calls for teaching students “critical AI literacy,” including the ability to understand how AI works and where it fails, making decisions in complex situations, considering ethical consequences, communicating effectively, and adapting to new technologies.

“AI and automation should be conceptualized not merely as new technologies entering higher education, but as structuring conditions that are reshaping the epistemic, pedagogic, and professional environment within which development studies operate,” he wrote.

The report also pointed to several risks from AI adoption, including errors, bias, overreliance, unequal access, and the influence of major tech companies developing the systems.

Ekuma said universities should focus on developing skills AI systems struggle to replicate, including critical thinking, ethical judgment, communication, and understanding complex social issues.

“This does not mean every module must become a module on AI. It means that existing modules should reconsider how AI reconfigures the issues they already teach,” Ekuma wrote. “In this sense, curriculum integration should be additive in scope but transformative in implication.”

The news comes as schools, companies, and government agencies prepare students and workers for wider AI adoption, including the U.S. Department of Labor, which launched an AI apprenticeship portal to expand training across industries including education, finance, healthcare, and manufacturing.

Earlier this year, the philanthropic arm of Google announced a $2 million initiative with the Sundance Institute to train more than 100,000 artists on AI tools as the entertainment industry debated the technology’s role in creative work.

In April, President Donald Trump signed an executive order establishing a White House Task Force on AI Education and directing agencies to expand AI programs for students and teachers. That same month, Mississippi College School of Law began requiring first-year students to complete AI coursework focused on understanding the technology and verifying its outputs.

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