DESIGNING K–12 ARTIFICIAL INTELLIGENCE CURRICULUM FROM AN EDUCATIONAL PSYCHOLOGY PERSPECTIVE

Abstract

The rapid expansion of artificial intelligence (AI) has accelerated the global movement to embed AI learning in K–12 education. Yet, designing age-appropriate, coherent, and pedagogically grounded AI curricula remains a significant challenge for schools and teachers. Drawing on four established curriculum approaches—content, product, process, and praxis—this study develops a holistic framework for guiding K–12 AI curriculum design. Thirty teachers from ten secondary schools in China participated in this qualitative study. Data included semi-structured interviews, 12 sets of teaching materials, and course meeting minutes. Using thematic analysis, the study identifies two overarching themes and six core design components that teachers consider essential for AI education. Findings reveal that teachers must balance mandated curriculum goals with student needs, school resources, and local policy contexts. Unlike approaches that emphasise only content knowledge or technical skills, the proposed framework underscores the importance of student-centred learning, ethical reasoning, and real-world problem-solving.