Authors : Ejuchegahi A. Angwaomaodoko

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/bwaurak6

Scribd : https://tinyurl.com/mr3hjus6

DOI : https://doi.org/10.38124/ijisrt/25aug1498

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The question that drives this study is to understand the interdisciplinary practices that are at play with the introduction of Artificial Intelligence (AI) into curriculum development. As AI changes society, education needs to look beyond technical skills, teaching skills such as ethics, the perspective of the humanities and realism. Driven by mechanisms like critical thinking, T-shaped learning and socio-technical systems, it presents a multilayered curriculum model, which integrates fundamental AI knowledge, domain-based application, ethical reflection, institutional support and inclusive assessment. The cases of Finland, the United States, and Nigeria exhibit both successes and challenges in the realms of teacher preparation, infrastructure, and alignment of policy context. Practical implications are related to skills building, intersectoral cooperation and ethical governance. The paper also provides indications of how future research could be conducted on long-term AI literacy, international curriculum comparison, and teacher participation. These results ultimately encourage a paradigm change for AI education, where we educate the graduates who are not only technically proficient but also ethically and socially accountable in the AI dominant world.

Keywords : Artificial Intelligence, Interdisciplinary Curriculum, Ethics in Education, Teacher Development, Computational Thinking.

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