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Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

Author

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  • Thomas K.F. Chiu

    (Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong, Hong Kong, China)

  • Ching-sing Chai

    (Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong, Hong Kong, China)

Abstract

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

Suggested Citation

  • Thomas K.F. Chiu & Ching-sing Chai, 2020. "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective," Sustainability, MDPI, vol. 12(14), pages 1-18, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:14:p:5568-:d:383098
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    Citations

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    Cited by:

    1. Binbin Cai & Yin Chen & Arslan Ayub, 2023. "“Quiet the Mind, and the Soul Will Speak”! Exploring the Boundary Effects of Green Mindfulness and Spiritual Intelligence on University Students’ Green Entrepreneurial Intention–Behavior Link," Sustainability, MDPI, vol. 15(5), pages 1-21, February.
    2. Xiao-Fan Lin & Lu Chen & Kan Kan Chan & Shiqing Peng & Xifan Chen & Siqi Xie & Jiachun Liu & Qintai Hu, 2022. "Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective," Sustainability, MDPI, vol. 14(13), pages 1-20, June.
    3. Yun Dai & Ching-Sing Chai & Pei-Yi Lin & Morris Siu-Yung Jong & Yanmei Guo & Jianjun Qin, 2020. "Promoting Students’ Well-Being by Developing Their Readiness for the Artificial Intelligence Age," Sustainability, MDPI, vol. 12(16), pages 1-15, August.
    4. Ramona Simut & Ciprian Simut & Daniel Badulescu & Alina Badulescu, 2024. "Artificial Intelligence and the Modelling of Teachers’ Competencies," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 26(65), pages 181-181, February.
    5. Min Tao & Xiong Wang, 2023. "An Integrated MCDM Model for Sustainable Course Planning: An Empirical Case Study in Accounting Education," Sustainability, MDPI, vol. 15(6), pages 1-25, March.
    6. Nabil Hasan Al-Kumaim & Abdulsalam K. Alhazmi & Fathey Mohammed & Nadhmi A. Gazem & Muhammad Salman Shabbir & Yousef Fazea, 2021. "Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning," Sustainability, MDPI, vol. 13(5), pages 1-20, February.
    7. Po-Kang Shih & Chun-Hung Lin & Leon Yufeng Wu & Chih-Chang Yu, 2021. "Learning Ethics in AI—Teaching Non-Engineering Undergraduates through Situated Learning," Sustainability, MDPI, vol. 13(7), pages 1-16, March.
    8. Mihaela-Elena Ulmeanu & Cristian-Vasile Doicin & Paulina Spânu, 2021. "Comparative Evaluation of Sustainable Framework in STEM Intensive Programs for Secondary and Tertiary Education," Sustainability, MDPI, vol. 13(2), pages 1-33, January.
    9. Pacala Abayog Frank Angelo, 2023. "Curriculum theory and practice: A comparative literature review," HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES, HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE, HO CHI MINH CITY OPEN UNIVERSITY, vol. 13(2), pages 3-13.

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