K-12 AI Curriculum Design: A Review of Frameworks, Approaches, and Evaluation
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| Title: | K-12 AI Curriculum Design: A Review of Frameworks, Approaches, and Evaluation |
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| Language: | English |
| Authors: | Ni Lei, Zhe Zhao, Zhigang Li, Xin Tian |
| Source: | Information Systems Education Journal. 2026 24(2):75-86. |
| Availability: | Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Artificial Intelligence, Curriculum Design, Educational Research, Technology Uses in Education, Evaluation Methods, Educational Trends, Research Methodology, Curriculum Evaluation |
| ISSN: | 1545-679X |
| Abstract: | An effective K-12 AI curriculum must extend beyond technical skills to cultivate computational thinking, creativity, problem-solving, and ethical awareness. This article reviews the growth of K-12 AI curriculum research from 2019 to 2024, examining the theories, frameworks, and models that guide curriculum content and design. It analyzes development approaches ranging from individual efforts to co-design and explores collaborative partnerships among universities, K-12 educators, industry, and government. The review also evaluates qualitative, quantitative, and mixed-method approaches used for curriculum assessment. Despite notable progress, significant challenges remain in both design and implementation. This study argues that effective AI curricula require stronger theoretical grounding, sound instructional design, and rigorous, evidence-based evaluation. The review highlights current inconsistencies and recommends more systematic practices to better align curriculum development with educational goals and societal needs, while strengthening validation processes to support long-term impact. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506364 |
| Database: | ERIC |
| Abstract: | An effective K-12 AI curriculum must extend beyond technical skills to cultivate computational thinking, creativity, problem-solving, and ethical awareness. This article reviews the growth of K-12 AI curriculum research from 2019 to 2024, examining the theories, frameworks, and models that guide curriculum content and design. It analyzes development approaches ranging from individual efforts to co-design and explores collaborative partnerships among universities, K-12 educators, industry, and government. The review also evaluates qualitative, quantitative, and mixed-method approaches used for curriculum assessment. Despite notable progress, significant challenges remain in both design and implementation. This study argues that effective AI curricula require stronger theoretical grounding, sound instructional design, and rigorous, evidence-based evaluation. The review highlights current inconsistencies and recommends more systematic practices to better align curriculum development with educational goals and societal needs, while strengthening validation processes to support long-term impact. |
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| ISSN: | 1545-679X |
