The AI Powered Curriculum

Artificial intelligence no longer sits at the edge of the curriculum. It now performs the operations schooling was built to cultivate: summarising, arguing, diagnosing, assessing. This volume responds not by celebrating the technology or dismissing it, but by running it through the curriculum design cycle itself. Across seven chapters, scholars from curriculum studies, applied linguistics, language education, measurement, and educational policy follow the sequence by which a curriculum is actually built: needs analysis, aims, content, teaching and learning processes, learning environments, and programme evaluation. Each chapter asks what changes when intelligent systems enter that stage, what stays the same, and what new responsibilities follow. Anchored in Tyler, Taba, and the evaluation tradition, and treating ethics, equity, and transparency as design requirements rather than afterthoughts, the book offers curriculum scholars, teacher educators, graduate students, and practitioners a way of thinking that outlasts the tools it describes.