Artificial Intelligence as a New Paradigm: A Research on MoNE Artificial Intelligence Applications Course Curriculum

Abstract

The main purpose of this study is to comprehensively examine the 7th and 8th grade artificial intelligence applications course curriculum developed by the Ministry of National Education [MoNE] in 2023 in terms of its purpose, content, learning-teaching process (procedures), assessment, and philosophical foundations. The focus of the research is to understand the preparations and strategies of the education system for artificial intelligence by approaching the subject from various angles and to offer constructive suggestions in this sense. For this reason, the method of the study is based on document analysis used in qualitative research. The main data source of the study is the 2023 artificial intelligence applications course curriculum designed by MoNE. The descriptive analysis technique was used to analyse the data. In the evaluation, it was emphasised that the content of the curriculum adopts a comprehensive approach that aims to provide students with cognitive, practical, and social skills. The 2023 MoNE artificial intelligence applications curriculum is partially in line with Tyler's goal-oriented model and Bellon and Handler's curriculum development framework but lacks needs assessment, stakeholder engagement, and implementation planning. While the curriculum integrates life, science, and engineering skills, its interdisciplinary scope remains limited, and affective-psychomotor outcomes—especially emotional engagement in ethical dilemmas—are under-represented. Although cognitive outcomes are dominant, their developmental appropriateness should be ensured. Analysed through the developmental theories of Piaget, Vygotsky, and Erikson, the curriculum supports social interaction and identity formation but warns that the abstract nature of artificial intelligence concepts may lead to cognitive difficulties. The study emphasises that teacher competencies—particularly technological literacy, content knowledge, and digital teaching skills—are important for successful implementation and should be strengthened through intermittent professional development. While the curriculum commendably promotes ethical awareness and lifelong learning, its long-term effectiveness requires iterative revision, stakeholder collaboration, and adaptive strategies to meet the evolving demands of the artificial intelligence-driven education transformation.

Keywords

• Curriculum and instruction
• artificial intelligence applications
• technology
• curriculum design
• curriculum evaluation
• middle school

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