The Double-Helix Logic of Curriculum: Reframing Universality and Personalization in the Age of Artificial Intelligence

Purpose This article examines how education systems should redefine what and how students learn in the age of artificial intelligence (AI). It critiques the persistence of universalist frameworks that prescribe a single profile of the “ideal graduate” and argues for a double-helix logic of curriculum that balances universality with personalization. Design/Approach/Method The article synthesizes insights from multiple disciplines and draws on cases from multiple countries. It integrates multiple conceptual frameworks to evaluate the limitations of one-size-fits-all approaches and illustrate a more dynamic and integrated framework . Findings Analysis reveals that prevailing reforms continue to reinforce uniformity. Instead, what we need is a curriculum logic that ensures that all students acquire societal and ethical foundations while enabling them to pursue personalizable strengths, passions, and real-world applications. Originality/Value This article contributes to the ongoing debate on curriculum design by reframing the tension between universality and personalization as a synergistic relationship. It highlights how the double-helix logic of curriculum can prepare learners not only to adapt to rapid technological and societal change but also to shape inclusive, innovative, and humane futures. By emphasizing both collective foundations and individual flourishing, the framework provides a structural vision of curriculum transformation for the AI era.