GENERATING CURRICULA: A HUMAN-CENTRED PERSPECTIVE IN THE ERA OF ARTIFICIAL INTELLIGENCE

This study explores generative mechanisms of curriculum design from a human-centred perspective, with a focus on the integration of Artificial Intelligence (AI) into engineering education. As curricula evolve to meet the demands of a technologically advanced and globally connected society, it is crucial to preserve the educational values rooted in human agency, cultural context, and pedagogical reasoning. The research aimed to investigate how traditional curriculum development processes can be enhanced through AI tools while preserving the essential role of human educators. A mixed-method approach was used, combining quantitative Likert-scale surveys and qualitative open-ended responses from 43 participants involved in curriculum development and implementation across higher and vocational education and industry. The results show that AI is perceived as highly effective in automating administrative tasks and personalizing learning, but concerns remain about ethical issues, data privacy, and potential marginalization of human educators. Most respondents emphasized that AI should serve as a supportive tool rather than a replacement. The findings underscore the importance of hybrid curriculum models that integrate AI for operational efficiency while maintaining human agency in decision-making, pedagogy, and ethical oversight. The study offers practical implications for future curriculum reforms and teacher training in an AI-enhanced educational landscape. Keywords: Curriculum Development, Artificial Intelligence in Education, Human-Centred Learning, Engineering Education, Generative Mechanism of Curricula