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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
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
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  Data: K-12 AI Curriculum Design: A Review of Frameworks, Approaches, and Evaluation
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  Data: Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
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  Data: 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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      – Text: English
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        StartPage: 75
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Educational Trends
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      – SubjectFull: Research Methodology
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      – SubjectFull: Curriculum Evaluation
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      – TitleFull: K-12 AI Curriculum Design: A Review of Frameworks, Approaches, and Evaluation
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