The AI-driven classroom: A review of 21st century curriculum trends

Abstract

This article describes a systematic literature review focused on identifying substantial drawbacks in the current curricula and on the challenges to developing AI-driven curricula. One hundred thirty articles were read in depth and qualitatively analyzed. The results suggest that educational stakeholders should integrate AI into the curriculum with the aim of developing students’ critical thinking and interdisciplinary and real-world problem-solving in alignment with digital and contemporary educational settings. The study also seeks to catalyze the development of future, related impact studies.