THE NEED FOR AI-DRIVEN CURRICULUM IN AN AUTOMATED ERA: IMPLICATION FOR 21ST-CENTURY WORKFORCE AND LEARNERS PREPAREDNESS
Keywords:
Curriculum design, educational technology, AI-driven curriculum, artificial intelligence, automated futureAbstract
The rapid advancement of Artificial Intelligence (AI) and automation is transforming education globally, exposing the shortcomings of conventional curricula designed for static learning environments. This paper argues that there is an immediate necessity to reconceptualize curriculum design to incorporate AI both as a field of study and as a pedagogical tool. Drawing on Constructivist Learning Theory and Technological Determinism, the paper argues that an AI-driven curriculum supports learner-centred, collaborative and skill-based education that makes students more adaptable and employable in the changing labour markets. Key insights underscore AI's capacity to customize learning, facilitate adaptive assessment and maintain educational relevance. However, there are still significant concerns with AI usage, such as teachers not being adequately prepared, lack of adequate infrastructure and ethical issues. The paper concludes that embedding AI into curriculum frameworks is essential for developing innovative and future-ready citizens. It recommends amongst others the development and enforcement of education policies that mandate the progressive integration of AI literacy and applications across all levels of education.References
Adeyemi B. T., Alanamu T., & Obisesan, R. O. (2025). Artificial Intelligence in Nigerian Higher Education: An Analysis of Opportunities and Threats. International Journal of Multidisciplinary Research and Growth Evaluation. 592-596.
Ajayi, A. (2023). Developing a Conceptual Framework for AI-Driven Curriculum Adaptation to Align with Emerging STEM Industry Demands. International Journal of Multidisciplinary Research and Growth Evaluation. 4(1), 1074-1083
Akinbobola, A. O., & Afolabi, F. (2009). Constructivist practices through guided discovery approach: The effect on students’ cognitive achievement in Nigerian senior secondary school physics. Eurasian Journal of Physics and Chemistry Education, 2(1), 16–25.
Crompton, H. & Burke, D. (2023). Artificial intelligence in education: The state of the field. International Journal of Educational Technology in Higher Education.20(22). Https://doi.org/10.1186/s41239-023-00392-8
Edinoh, K., Onah, A. C., & Ogunbowale, O.A(2025). Exploring the Challenges of Artificial Intelligence in Basic Education in Nigeria. ISRG Journal Of Multidisciplinary Studies. 3(2), 22-28. DOI: 10.5281/zenodo.14849231.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
Idaka, I.(2013). Re-Engineering University Education for Employability in Nigeria. A Journal of Contemporary Research, 10(2), 51-57
Karatas, F., Eriçok, B., Tanrikulu, L. (2025). Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI-driven curriculum adaptation patterns. British Educational Research Journal. 51(1), 154-180.
Kehinde-Awoyele, A. A., Adeowu, W. A, & Bolanle Oladejo (2024). Enhancing Classroom Learning: The Impact of AI-Based Instructional Strategies on Student Engagement and Outcomes. International Journal of Research and Innovation in Social Science 8(03), 5732-5742. https://doi.org/https://dx.doi.org/10.47772/IJRISS.2024.803429S
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson.
Muhammad, A., Umar U. A. & Adam, F.L.(2023). The impact of Artificial Intelligence and Machine learning on workforce skills and economic mobility in developing countries: A case study of Ghana and Nigeria. Journal of Technology Innovations and Energy. 55-61 https://doi.org/10.56556/jtie.v2i1.466
Ng D.T.K., Leung J.K.L., Chu S.K.W. & Shen M.Q. (2021). Conceptualizing AI
literacy: An exploratory review, Computers and Education: Artificial Intelligence (2021). https://doi.org/10.1016/j.caeai.2021.100041
Ochoma, M. (2020). Curriculum Content and the Issue of Relevance in the 21st Century Classroom. International Journal on Integrated Education. 3(9), 158-164 DOI: 10.31149/ijie.v3i9.611
Olarewaju, A. O., Moshood, A. & Awoyemi, S. A(2025). Pre-service teachers’ awareness and utilization of artificial intelligence tools in mathematics education. Al-Hikmah Journal of Education.12(1), 86-96.
Olibie, E. (2013). Emergent Global Curriculum Trends: Implications for Teachers as Facilitators of Curriculum Change. Journal of Education and Practice, 4, 161-167.
Opesemowo, O. (2024). Artificial Intelligence in Education, Bridging Community Gap: A Phenomenological Approach. International Journal of New Education, (14). https://doi.org/10.24310/ijne.14.2024.20505
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, Principles, and Issues (7th ed.). Pearson.
Raaj, J. (2025). AI-Powered Learning: Revolutionizing Student Assessment. International Journal Of Research And Innovation In Applied Science. 10(5), 583-587. https://doi.org/10.51584/IJRIAS.2025.100500052
Salhab, R. (2024). AI literacy across curriculum design: Investigating college instructors’ perspectives. Online Learning, Vol 28(2), (22-47). DOI: 10.24059/olj.v28i2.4426
Sharma, N. (2024). AI in Curriculum Development: Opportunities and Challenges. Hurix Digital. Hurix.com.
Umoke, C.C., Nwangbo, S. O. & Oroke Abel Onwe, O. A. (2025). AI-Driven Educational Policy Design: Enhancing Equity and Access through Intelligent Data Analytics. 11(3), 1-19. DOI: 10.56201/ijcsmt
Lourdu, V., Priti. S. S., Pallavi K., Pal, S Banda, S.N.V. & Ramana M. (2025). Digital Divide in AI-Powered Education: Challenges and Solutions for Equitable Learning. Journal of Information Systems Engineering and Management. 10(21), 301-308
Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion
Vygotsky, L. S. (1978). Mind in Society. Harvard University Press
Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology Higher Education 21(15) https://doi.org/10.1186/s41239-024-00448-3
McLuhan, M. (1964). Understanding Media: The Extensions of Man. McGraw-Hill
Smith, M. R., & Marx, L. (1994). Does Technology Drive History? The Dilemma of Technological Determinism. MIT Press
Wong, L.P.W. (2024). Artificial Intelligence and Job Automation: Challenges for Secondary Students’ Career Development and Life Planning. Merits 4(4), 370-399; https://doi.org/10.3390/merits4040027
World Economic Forum. (2020). The Future of Jobs Report 2020. https://www.weforum.org/publications/the-future-of-jobs-report-2020/
Downloads
Published
Issue
Section
License
Copyright (c) 2026 This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, adaptation, and reproduction in any medium, provided that the original work is properly cited.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors are permitted to post their work online in institutional/disciplinary repositories or on their own websites. Pre-print versions posted online should include a citation and link to the final published version in Journal of Librarianship and Scholarly Communication as soon as the issue is available; post-print versions (including the final publisher's PDF) should include a citation and link to the journal's website.
