Artificial Intelligence in Curriculum Development: A Global Systematic Review of Trends, Challenges, and Strategic Directions

Abstract

Artificial Intelligence (AI) is reshaping curriculum development by enabling more personalised, efficient, and responsive learning design. Evidence on its system-level impact, however, remains fragmented across disciplines and educational levels, leaving limited guidance for coherent curriculum decisions. This systematic review synthesises recent scholarship to map trends, implementation challenges, and strategic directions for AI-integrated curriculum development. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, studies were retrieved from Scopus, Web of Science (WoS), and the Education Resources Information Center (ERIC) for the years 2023 to 2025. A total of 779 records were identified, from which 36 high- and moderate-quality studies were included after screening and appraisal. Thematic analysis yielded three domains: (1) curriculum design and integration, indicating movement toward adaptive and ethically aligned frameworks; (2) pedagogical practice and teacher preparation, underscoring the centrality of AI literacy and context-sensitive professional learning; and (3) strategic planning and innovation, highlighting institutional readiness, policy alignment, and equity considerations. While the evidence suggests meaningful potential for curriculum reform, uneven implementation is driven by infrastructure gaps and limited educator capacity. This review consolidates current knowledge and contributes an integrated lens that connects curriculum design logics with governance and ethical safeguards. Practical implications include prioritising teacher AI literacy, formalising institutional readiness assessments, and embedding equity criteria into curriculum decision-making to support responsible and scalable adoption.