Last month, the Caribbean Examinations Council (CXC) unveiled its regional framework for the adoption of Artificial Intelligence (AI) in education. The council noted that nearly 70 per cent of Caribbean member states currently lack formal AI policies, even as AI tools proliferate globally. Officials from the University of the West Indies have also emphasised the urgent need for regional guidance as educational technologies advance at a rapid pace.
The CXC framework outlines 10 key policy elements to ensure responsible AI integration while upholding academic standards. These include safeguarding academic integrity, ethical inclusion, curriculum adaptation, teacher training, data privacy protection, and infrastructure development.
This year, Saint Lucia’s Labour Day observance centred on the theme, The Role of AI and Digitalisation at Work. At various forums, it has become clear that while some citizens fear AI, others remain deeply apprehensive.
Local AI consultants warn that failing to adapt to this global trend risks leaving the country behind. One expert noted that jobs will only be threatened if AI adoption is not approached methodically.
Yet, genuine fears, even anxiety, persist among many. The truth is, psychosocial support may be necessary to ease this transition. History shows that shifts between eras—from industrial to technological—carry psychological consequences. If unaddressed, these could lead to long-term impacts on productivity, including depression and alienation in some segments of society.
AI is already here, embedded in our homes, schools, workplaces and social spaces. Tools like ChatGPT demonstrate its potential, generating human-like text with remarkable accuracy. (However, it’s crucial to remain wary of the mistakes it can make, as these systems can sometimes produce incorrect, nonsensical, or even biased information.)
As Jamie Mallinder, an expert in the field, points out, AI’s benefits come with new psychosocial risks. Workplace automation can trigger job displacement, uncertainty and stress, while collaboration with AI systems may lead to role ambiguity and decision-making challenges.
Even at home, excessive AI use, particularly among teenagers, can impair social skills and stress management. A recent study by the American Psychological Association (APA) highlights these concerns, urging developers to prioritise safeguards against exploitation, manipulation, and the erosion of real-world relationships. Titled Artificial Intelligence and Adolescent Well-Being, the report acknowledges AI’s efficiencies but stresses the need for careful integration, especially for young users aged 10–25.
The APA has observed adolescents developing unhealthy and even dangerous “relationships” with chatbots, for example. Some may not even know they are interacting with AI.
It recommends healthy boundaries with AI interactions, age-appropriate privacy settings and content limits. It also advocates for AI literacy education to be integrated into school curricula, alongside national guidelines to ensure safe and productive use.
AI can be a powerful tool for learning, helping students brainstorm, synthesise information, and grasp complex concepts, but guardrails are essential to prevent harm.
For Saint Lucia, the path forward is clear. The Ministry of Education and the Ministry of Youth Development should adopt these recommendations while crafting a comprehensive national AI policy. This framework must include public education, psychosocial support and ongoing evaluation for students, parents, workers and employers.
The AI era may be uncharted territory for some, but for most, it is inevitable. Preparation, not hesitation, will determine whether we thrive or fall behind.
