Abstract
Background: Generative artificial intelligence (AI), learning analytics, intelligent tutoring systems, and automated content-generation technologies are reshaping how curricula are designed, implemented, assessed, and continuously renewed. However, current educational responses remain largely technology-centered and fragmented, with insufficient attention to pedagogical purpose, teacher agency, learner participation, and equity. Objective: This study develops an integrated model of AI-driven curriculum innovation to support future-oriented education. Methods: A qualitative conceptual review and thematic policy analysis were conducted by synthesizing research on curriculum theory, AI in education, competency-based learning, assessment, teacher agency, inclusion, and educational data governance. The analysis identified recurring principles and mechanisms through which AI can contribute to curriculum transformation. Results: Five interdependent functions of AI-supported curriculum innovation were identified: anticipatory curriculum intelligence, adaptive content orchestration, inquiry-centered learning design, authentic assessment and feedback, and continuous curriculum evaluation. These functions constitute the Future-Oriented AI Curriculum Innovation Model (FACIM), which is guided by six core principles: human purpose, professional agency, learner participation, equity, transparency, and evidence-based decision-making. Conclusions: AI should enhance curriculum responsiveness and adaptability without replacing professional educational judgment or reducing knowledge and learning to algorithmic personalization. Future-oriented curriculum development requires a balanced integration of enduring disciplinary knowledge, interdisciplinary competencies, ethical and social formation, and adaptive learning pathways. The FACIM framework provides a conceptual and practical foundation for guiding responsible AI integration, curriculum reform, and evidence-informed educational innovation.
References
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