Beyond facts and theory - rethinking professional education

Response to “In the age of AI, we should still teach students to make things”, The Financial Times, 19 August 2025

Dear editor,

I read Ariel Stilerman’s opinion piece, “In the age of AI, we should still teach students to make things”, with great interest. His call to rethink university teaching is timely—but this challenge extends to professional education too, especially in knowledge-based fields like accounting.

Traditional professional education has relied on a layered, incremental approach to deepening expertise. While effective in the past, it no longer meets the demands of today’s fast-paced, AI-driven workplace. Employers now expect competence at speed. The days of gradual, on-the-job learning are fading, replaced by the need for immediate impact.

This shift has exposed a gap in many professional qualifications. At The Chartered Institute of Management Accountants (CIMA), we’ve responded by using business simulation case study exams to assess not just knowledge, but its real-world application. Historically, our educational approach used a linear approach to learning, starting with knowledge, working towards higher thinking skills over a three-year period – but this is no longer sufficient.

Following extensive consultation with employers and finance professionals, we launched a new education model in May. It uses a spiral learning approach, that develops and tests critical thinking and applied judgement from day one. This reflects the evolving demands of the profession and the transformative impact of AI.

Like Stilerman, we believe learning facts and theory is no longer enough. What matters is how professionals apply knowledge, exercise judgement, and adapt to change. That is the true purpose of professional education—and the key to preparing individuals for meaningful, future-ready careers.

Yours sincerely,

Stephen Flatman
Vice President – Examinations
The Chartered Institute of Management Accountants