Keyword

curriculum development, PG students, teaching & learning, higher education

Abstract

This paper explores how Artificial Intelligence (AI) is transforming curriculum development and teaching and learning practices in postgraduate education. Drawing on a multi-case qualitative research design across six global higher education institutions, the study investigates the mechanisms, implications, and challenges of AI adoption at the postgraduate level. The paper is underpinned by a robust conceptual framework that integrates the Technological Pedagogical Content Knowledge (TPACK) model, transformative learning theory, and collaborative intelligence.

The findings suggest that AI enables responsive curriculum design, fosters collaborative knowledge creation, and reconfigures the roles of educators. At the same time, the study highlights significant disparities in institutional readiness, ethical ambiguities, and concerns about cognitive outsourcing and student originality. Through interviews with curriculum leaders, academic staff, and policy advisors, and triangulated with institutional strategy documents and AI implementation frameworks, the research provides a multidimensional view of current practices.

The paper offers both conceptual contributions and practical implications. It argues that AI can catalyse curriculum innovation when aligned with educational values and pedagogical intentionality. The study concludes with recommendations for curriculum designers, educators, institutional leaders, and policymakers to ethically and effectively integrate AI into postgraduate programmes. This research contributes to a growing body of knowledge calling for critical engagement with AI in higher education, especially at the postgraduate level.


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