The Future of Curriculum Planning in Light of Artificial Intelligence and Modern Technologies: A Mixed-Methods Approach with an Emphasis on Educational Management
Document Type : Scientific research
Authors
1
PhD in Curriculum Planning, Assistant Professor, Department of Educational Sciences, Allameh Amini Campus, Farhangian University, Tabriz, Iran
2
PhD Student in Curriculum Planning Curriculum Planning Department Marand Branch Islamic Azad University Marand Iran
Abstract
Background and Aim: Artificial Intelligence (AI) as a transformative force holds the potential to redefine traditional paradigms of curriculum planning and educational management. This study aims to investigate the impact of AI integration on the nature of the curriculum and the evolution of managerial roles in smart schools in Iran.
Methodology: This study employed an explanatory sequential mixed-methods design (QUAN → qual). In the quantitative phase, 400 principals and teachers from smart schools were surveyed, and the data were analyzed using correlation and t-tests. In the qualitative phase, semi-structured interviews were conducted with 15 experts in educational technology and senior principals, and the data were analyzed using thematic analysis.
Findings: Quantitative results indicated a significant positive correlation between the level of AI integration and the degree of curriculum personalization (r = .58) and the use of smart formative assessment (r = .64). Furthermore, principals who utilize a high level of smart technologies dedicate significantly more time to instructional leadership (p < .001). Qualitative findings explained these results, revealing that the principal's role is shifting from an "executive administrator" to a "learning ecosystem architect," which requires new competencies such as data literacy and adaptive leadership.
Conclusion: AI is not merely a tool but a catalyst for fundamental transformation in education. To fully realize the potential of this technology, the educational system must focus on redefining the role of principals and empowering them to lead this complex and critical transition.
Methodology: This study employed an explanatory sequential mixed-methods design (QUAN → qual). In the quantitative phase, 400 principals and teachers from smart schools were surveyed, and the data were analyzed using correlation and t-tests. In the qualitative phase, semi-structured interviews were conducted with 15 experts in educational technology and senior principals, and the data were analyzed using thematic analysis.
Findings: Quantitative results indicated a significant positive correlation between the level of AI integration and the degree of curriculum personalization (r = .58) and the use of smart formative assessment (r = .64). Furthermore, principals who utilize a high level of smart technologies dedicate significantly more time to instructional leadership (p < .001). Qualitative findings explained these results, revealing that the principal's role is shifting from an "executive administrator" to a "learning ecosystem architect," which requires new competencies such as data literacy and adaptive leadership.
Conclusion: AI is not merely a tool but a catalyst for fundamental transformation in education. To fully realize the potential of this technology, the educational system must focus on redefining the role of principals and empowering them to lead this complex and critical transition.
Keywords
Subjects
