TAI SOLARIN UNIVERSITY OF EDUCATION

IJAGUN, OGUN STATE, NIGERIA

COLLEGE OF SCIENCE AND INFORMATION TECHNOLOGY

DEPARTMENT OF COMPUTER SCIENCE

A RESEARCH CONDUCTED ON

DESIGNING A CURRICULUM FOR HIGH SCHOOL

STUDENTS ON INTRODUCTION TO AI

COURSE CODE: CSC 226

COURSE TITLE: RESEARCH METHODOLOGY

LECTURER IN CHARGE: DR OMILABU

DATE: 24TH MAY 2024
S/N NAMES MATRIC NUMBER

1 EKUNDAYO OLUWABUNMI ESTHER 20220204257

2 BOLAJI OLADIMEJI KOLAWOLE 20220204322

3 OLALEKAN BASIT OKIKIOLA 20220204198

4 ADEDOTUN JAMES OGUNBOTE 20220204161

5 OLUTUNFESE IBRAHIM OMOTAYO 20220204143

GROUP LISTS WITH NAMES AND MATRIC NUMBERS

 TABLE OF CONTENT
Abstract

Chapter 1:

1.0 Introduction

1.1 Approach

Chapter 2:

2.0 Curriculum Design concept

2.1 Gaps in the Curriculum Design of AI and Sustainability

Chapter 3:

3.0 Summary and Conclusion

Reference
 ABSTRACT

Over the last decade, there has been a particularly strong interest in Artificial
Intelligence and all AI related activities and initiatives. In particular, the interest in
appropriate inclusion of AI topics in education at all levels has significantly
increased. And while there are long-established good practices and standards for
higher education in AI, the issues of the gradual inclusion of AI topics at the level
of secondary and high school education still do not have clear solutions. This
write-up focus on the development of a curriculum on introduction to Artificial
intelligence for high school proposing a model curriculum for an Artificial
Intelligence course for high school students.

This write-up was researched, and compiled following the AI4 project as a case
study and prototype for recommendation of AI curriculum design.
 CHAPTER ONE

1.0 INTRODUCTION

The advent of advanced artificial intelligence (AI) technologies like generative AI

is reshaping our daily lives, education and professions remarkably.

Based on research work and findings, The AI4 project was used as a case study
and a prototype recommendation for the Curriculum design. This project will offer
training, awareness raising and field experiences about digital culture, with a
special focus on artificial intelligence. It was cofounded by Creative Europe
program supporting Europe’s cultural and creative sectors. This model was chosen
based on its simplicity as well as clarity in teaching, training, as well as equipping
students with the basic knowledge of artificial intelligence.

As these technologies become increasingly integrated into our everyday lives, it is

crucial to inspire the next generation to understand and engage with AI. This calls
for the early introduction of a relevant, engaging and future-oriented AI curriculum
in schools. Incorporating AI education into school curricula is now recognized as a
strategic global initiative, crucial for preparing students for the digital future.
However, the majority of AI education has traditionally been confined to teaching
technical skills and knowledge. To maximize the impact of AI, it is essential that
AI education adopts a more holistic approach. Many curricula have proposed to
integrate sustainability contexts into the Science, Technology, Engineering and
Mathematics (STEM) discipline. The integration of sustainability into STEM
education can raise learners’ awareness and knowledge to understand how the
subject impacts sustainable development, which is crucial to cultivating students’
holistic perspective and sense of engagement with the real world. Technologies
like generative AI is reshaping our daily lives, education and professions
remarkably. As these technologies become increasingly integrated into our
everyday lives, it is crucial to inspire the next generation to understand and engage
with AI. This calls for the early introduction of a relevant, engaging and future-
oriented AI curriculum in schools. Incorporating AI education into school curricula
is now recognized as a strategic global initiative, crucial for preparing students for
the digital future However, the majority of AI education has traditionally been
confined to teaching technical skills and knowledge. To maximize the impact of
AI, it is essential that AI education adopts a more holistic approach. Many
curricula have proposed to integrate sustainability contexts into the Science,
Technology, Engineering and

Mathematics (STEM) discipline. The integration of sustainability into STEM

education can raise learners’ awareness and knowledge to understand how the
subject impacts sustainable development, which is crucial to cultivating students’
holistic perspective and sense of engagement with the real world.

1.1 APPROACH

Curriculum refers to the totality of student experiences in the educational process

that are planned and guided by the teachers, and learned by the students in any
environments (e.g. group, individual, classrooms, after schools, online).

Reviews gotten from researches points out four major design approaches to
understand curriculum. They are curriculum as content, product, process and
praxis, and theorize curricula design. They are useful for researchers to study
curriculum innovation and for practitioners to create or revise curriculum.

The curriculum as content approach sees education as transmission of knowledge.

This approach is thus a body of subject content, i.e. a syllabus, and the
identification of effective teaching methods. Teachers will follow suggestions
stated in the curriculum - an order of contents, a knowledge structure, and teaching
methods to teach. They tend to limit their lesson planning to a consideration of the
body of knowledge that they want to deliver. The justification for the curriculum
lies in its content, but not its effects. This view of curriculum is very popular
amongst primary school teachers

The curriculum as product see teaching as instrumental to enhancing student

competencies. It takes the performance and competence of students as the core
components and the assessment of student learning outcomes as main goal.

The curriculum development is viewed as a technical exercise. This curriculum

approach aims to prepare students adequately for specific tasks; therefore, its
development requires detailed attention to what the students need to learn and
know. This approach is often found in many technical, skill-based, training
programs where specific tasks or jobs have been identified. It often prepares lists
of competencies, inform students what they must learn and how they will do it;
therefore, the students have little or no voice to their learning. By having pre-
defined outcomes, this approach tends to direct attention to teaching. These two
approaches create set of documents for implementation. However, contemporary
education advocates student-centered approaches - curriculum as process and
praxis by shifting the focus of curriculum from teaching to learning.

The curriculum as process sees teaching as development and emphasizes how

teachers, students and content interact and evolve, rather than pre-defined content
and outcomes. The learning goals have will change as the triadic relationships
evolve The curriculum is not a standard package of materials for all the teachers to
cover and deliver in their classrooms, but a guideline about teaching practice.
It could tell us what teachers and students do to prepare and evaluate the lessons,
i.e. what actually happens in the classroom. For example, choices of content
depend on what fit student needs and interests; learning outcomes are developed
from the collaboration of teachers and students, but not applied to all the students.
In this curriculum, students are not treated as objects but as subjects who have
voices.

The process approach emphasizes meeting student needs, and does not make clear
statements about the interests it serves. Bringing this issue to the center of the
process, the curriculum as praxis sees teaching as committed action, and focuses
on making sense of the knowledge in the learning process by connecting it to real
world applications. Guided by teachers, students will learn with peers to solve real-
world problems by working out an action plan for acquiring the content knowledge
and achieving the outcomes. The learning process and outcomes are continually
evaluated. Adopting a particular curriculum design approach has a major influence
on teaching and learning strategies. For example, the content approach encourages
teacher-centered approaches to teaching; the heavy emphasis on product
encourages drilling and practice; the process approach leads to the design of
student-centered learning activities; the practice approach tends to adopt problem-
based learning. However, these four approaches to curriculum designing are not
mutually exclusive. For example, followers of the process approach would not
argue that content and assessment are unnecessary and negligible, but the selection
of content is a secondary consideration. The first two approaches adopt behavioral
stance and structured teaching, and set objectives and attainment targets that must
be taught to students. The last two approaches are “the curriculum is not simply a
set of plans to be implemented, but rather is constituted through an active process
in which planning, acting and evaluating are all reciprocally related and integrated
into the process. They draw on student-centered learning theory, and educational
and developmental psychology. They identify and nurture the strengths of students,
with every student taking an active role in her or his learning, and with both
students and teachers developing the curriculum.

2.1 Gaps in the Curriculum Design of AI and Sustainability

Previous literature review shows a lack of a comprehensive curriculum on AI and

sustainability education in secondary schools. As the curriculum design of AI
education is still evolving, most courses tend to be fundamental. Specifically, when
it comes to sustainability issues, there are courses with separate topics such as AI
for environment and AI for health while lack of a comprehensive course
encompassing

AI and sustainability. These courses can not provide an overarching understanding

of the role AI can play in driving sustainability across various sector.
 CHAPTER TWO

2.0 CURRICULUM DESIGN CONCEPT

A. Curriculum module

The AI4Future project put forward a curriculum with five levels of depth,
including awareness, knowledge, interaction, empowerment and ethics. Each
chapter in the curriculum consists of these five modules for teachers to choose
from for the beginner, intermediate and advanced levels. Furthermore, it specifies a
development path for students to acquire AI techniques. This write-up will design
the hierarchical learning objectives based on these five modules.

B. Learning Unit Implementation based on System Thinking

System thinking has been proven to be an integrated approach in education for

sustainability. It helps students build a holistic perspective to understand
sustainability instead of separating the Sustainable Development Goals (SDGs)
into isolated targets. It has been widely used in the curriculum design of biology,
geoscience and chemistry. Based on previous studies, this paper takes four system
thinking components in learning units for students to learn how AI contributes to
sustainability.

Objectives Design

Based on the curriculum module proposed by AI4Future, this writeup specifies the
objectives of each module. The curriculum is designed into distinct sections to fit
the varying learning needs and abilities of students at different academic levels.
The 'Awareness', 'Knowledge', and 'Ethics' sections are designed as beginner units,
suitable to lower secondary school students who are just embarking on their
learning journey in this field. The 'Interaction' section is an intermediate unit,
developed for students who possess a higher level of reflective thinking and
learning capabilities. This unit is beneficial for those who are able to effectively
interpret and gain insights from the materials presented. Lastly, the 'Empowerment'
section is an advanced unit aimed at upper secondary school students. This section
requires students to exhibit a higher degree of practical application skills. They will
engage with computer systems through block-based visual programming, which
fosters a more hands-on and immersive learning experience.

Sections Units Objectives

Awareness Beginner Help students understand
background,
development and issues
of sustainability,
components and
relationships within a
system and AI
applications to solve the
issues
Knowledge Beginner Enrich students’
knowledge of key
concepts in specific AI
technologies to solve
sustainability issues.
Ethics Beginner Instill an understanding
of how AI technologies
 would inhibit
sustainability issues.
Interaction Intermediate Provide interactive
practices to
experience essential
techniques of
the application.
Empowerment Advanced Train students to design,
present AI technologies
to solve real-world
problems for
sustainability.

B. Course Content and Activity Design

Based on the objectives design and the computational thinking competencies, this
curriculum designs four sections, including awareness, knowledge, interaction and
empowerment. The course content order is organized by the design of the
objectives with a progressive depth of level. The teaching points and activity
design is based on the computational thinking competencies to cultivate students
into computational learner, leader, collaborator, designer and facilitator, as
described below:

The four component includes

(1) Identifying the components of a system and data flow;

(2) Identifying dynamic relationships within the system;

(3) Organizing the system’s components and processes within a framework of
relationships;

(4) Understanding the cyclic nature of systems.

C. Curriculum Activity Design Based on the Cultivation of Computational

Thinking

The International Association for Educational Technology (ISTE) proposed five

computational thinking competencies to guide educators to teach students to be
computational thinkers. They include:

(1) Computational thinking (learner),

(2) Equity leader (leader),

(3) Collaborating around computing (collaborator),

(4) Creativity & Design (designer)

(5) Integrating computational thinking (facilitator).

A. Curriculum design in AI education for K-12

Numerous AI curricula have been developed for secondary students to learn,

master and apply. In the developed countries, the A-initiative has proposed
national curriculum standards, known as the '5 big ideas in AI'. These standards
provide guidelines for schools to construct curriculums, resources such as books,
demos and curriculum materials for direct implementation and tools like AI
platforms for experimental applications. The European Union has launched courses
and online resources designed to foster AI literacy across the population. The AI+
initiative, part of the Erasmus+ project in Europe, was formulated to be adaptable
to European High Schools, integrating knowledge and experience from AI
researchers and high school teachers. In Hong Kong, the AI for the Future
(AI4Future) project launched at The Chinese University of Hong Kong developed
the first high school formal AI curriculum in the region. Previous curricula can be
categorized into three groups based on their objectives:

(1) AI tasks,

(2) Technical knowledge of AI

(3) AI for real-world problem-solving.

AI Tasks: These curricula are built to solve specific tasks with AI, including
computer vision, language processing, reasoning, etc. Students learn how AI
technology perceives, and reasons. These tasks are taught separately, allowing
students to focus on each

Technical Knowledge of AI: These curricula delve deeper into AI technical

details, such as generative adversarial networks, convolutional neural networks,
transformers, etc. Secondary students typically take these courses to learn how AI
works to solve tasks.

AI for Real-World Problems: These curricula introduce how AI can be

integrated with other fields to solve specific problems within those domains. For
instance, a course on 'AI & Environment' might teach students how AI applications
in camera traps can assist in wildlife population counts. 'AI & Dance' could
demonstrate how AI recognizes skeletal movements for choreography.

Course Content and Activity Design Based on the objectives design and the
computational thinking competencies, this curriculum designs four sections,
including awareness, knowledge, interaction and empowerment. The course
content order is organized by the design of the objectives with a progressive depth
of level. The teaching points and activity design is based on the computational
thinking competencies to cultivate students into computational learner, leader,
collaborator, designer and facilitator, as shown in the table below:

Sections Teaching Points

Awareness 1) Sustainability and the relationship between environmental,
social and economic aspects
2) Examples of AI technology in promoting sustainability in
daily life
Knowledge 1) Four steps of system thinking
2) Analyze real-world AI-powered systems with four steps of
system thinking
3) Design an AI-powered application for sustainability
Ethics 1) Environmental Impact of AI
2)Sustainable AI includes AI for sustainability and
sustainability of AI
Interaction 1) Labeling land cover type from satellite images through
online applications;
2) Exploring land cover change monitor
3) Computing carbon emission of model training through
online application
Empowerment 1) Project solution on land cover change with AI, including
dataset preparation, model definition, model training, model
evaluation and prediction

1) Awareness: In the awareness section, students will learn the wedding cake
model of sustainability to understand the interconnected sustainable development
goals instead of learning them individually. It indicates that societies and
economies are inherently based on the biosphere. It is about meeting human needs
within ecological constraints. Besides, they will have a broad understanding of
AI’s applications in achieving these goals.

Tasks are

(1) Recognizing AI applications from environmental, social and economic aspects

in their daily life and

(2) Identifying what sustainability issues are solved by specific AI applications.

2) Knowledge: The knowledge part cultivates students’ system thinking with a

deconstruction guideline on real world applications. In the first part of knowledge
section, students engage with an AI-driven application and finish 4 tasks:

(1) Identifying the components of technology, humans and environment and

tracking the data flow between the components,

(2) Finding relationships, including feedback loops,

(3) Drawing the system map that includes their finding, and

(4) Proposing one of the supra systems or connected systems to find how this one
affects other components outside their system. The second and advanced part of
the knowledge section is a simplified project-based learning activity. Students will
form a group and design a new AI-driven application to solve sustainability issues
they found. They can follow questions on a worksheet to design their system. Then
present their project to their classmates.

3) Ethics: In the ethics part, students will learn about sustainable AI. It does not
only include AI for sustainability but also the sustainability of AI. The
sustainability of AI is an emerging ethical issue. Students will learn the
environmental impact of developing and using AI models. How much carbon
dioxide it emits?

Tasks are

(1) Answering questions about what is green AI and how to foster green AI
through instructive video and

(2) Drawing a flow chart to consider how to develop a sustainable AI application

in the process of model training.

4) Interaction: Students experience machine learning techniques that they learn

from the Knowledge part.

Tasks are as follows:

(1) To understand how to build a training dataset,

They would participate in a crowd-sourced project of recognizing forest areas with

human impact with satellite images contributing to labeling tasks for AI model
training to detect human intrusion

(2) Exploring land cover change monitor and

(3) Computing carbon emission of model training through online application.

5) Empowerment: Students learn about how to use satellite data to monitor land
cover change over ten years to monitor how different land cover types change.

For a simplified version, the material includes data collection, model training,
testing and model application. For an advanced version, the material covers data
collection, data preprocessing, model building, model training, testing,
performance improvement and model application for prediction. When they get
their trained model they can use it to predict, get quantity of different land cover
areas and identify changes in their interested areas like their neighborhoods.

C. Implementation of System Thinking Components

1) System Component and data flow: Students will learn to identify components
in the system, including technology (how to collect, train or analyze data), human
(who develops, uses or benefits), and environment (what is monitored, affected or
protected). Besides, in any AI-driven system, data is an essential component that
flows between technology, human and environment. Students will specify the data
component with the following questions: What data are collected and utilized in
the system? Which data does the AI component need to use? What data or
information does the AI component produce?

2) Relationships within the system: Students will finish tasks to find relationships
between components in the system. Moreover, students will learn about feedback
loops existing between the components. There are two types of feedback loops that
explain how changes happen in a system and why. Balancing feedback loop
unveils how the change of a component is dampened by another component.
Balancing feedback loop leads to stability within the system. Reinforcing feedback
loop shows how the change is amplified. So the change will continue in the same
direction, reinforcing the change effect. Reinforcing feedback loop makes the
system less stable.

3) System map: Students will draw a system map to illustrate the components and
relationships they learned before. Through these knowledge integration activities,
they can understand how AI directly contributes to and indirectly influences the
system.
 4) Supra system and connected system: Students will learn to identify supra
system and connected system of the previous system map to find how this one
affects other components outside the system. Besides, students will be encouraged
to consider the remotely connected system to detect hidden costs and untapped
benefits in this telecoupled world.
 CHAPTER 3
3.0 SUMMARY AND CONCLUSION

By analyzing the AI
education programs of major
universities worldwide, the
current state of AI
education
curricula and areas for
improvement were identified.
It was
found that major universities
approach AI education as part
of
their computer science
courses, emphasizing
practical
applications, hands-on
training courses, and
theoretical
foundational knowledge. This
suggests that curricula in
Korean universities need to
move beyond a theory-
centric
approach to enhance the
technical skills and
integrative
thinking required in the actual
industrial field.
The association analysis of
courses revealed that core
courses such as algorithms,
robotics, and machine learning
should be at the heart of
educational programs, and
these
courses should provide
students with a deeper
academic
understanding and practical
abilities through their
linkage
with other courses. Based on
this analysis, the proposed AI
curriculum was structured to
offer a systematic and phased
educational process each
year. It was designed to
equip
students with practical
knowledge and skills,
starting with
basic programming abilities to
understand and apply the
latest
AI technologies to solve real-
life problems.
This study is expected to
contribute to the development
of
education for AI majors by
providing foundational data,
offering directions for
improving educational
programs for
educational institutions and
policymakers, and aiding the
cultivation of specialized
personnel in AI.
By analyzing the AI
education programs of major
universities worldwide, the
current state of AI
education
curricula and areas for
improvement were identified.
It was
found that major universities
approach AI education as part
of
their computer science
courses, emphasizing
practical
applications, hands-on
training courses, and
theoretical
foundational knowledge. This
suggests that curricula in
Korean universities need to
move beyond a theory-
centric
approach to enhance the
technical skills and
integrative
thinking required in the actual
industrial field.
The association analysis of
courses revealed that core
courses such as algorithms,
robotics, and machine learning
should be at the heart of
educational programs, and
these
courses should provide
students with a deeper
academic
understanding and practical
abilities through their
linkage
with other courses. Based on
this analysis, the proposed AI
curriculum was structured to
offer a systematic and phased
educational process each
year. It was designed to
equip
students with practical
knowledge and skills,
starting with
basic programming abilities to
understand and apply the
latest
AI technologies to solve real-
life problems.
This study is expected to
contribute to the development
of
education for AI majors by
providing foundational data,
offering directions for
improving educational
programs for
educational institutions and
policymakers, and aiding the
cultivation of specialized
personnel in AI.
By analyzing the AI
education programs of major
universities worldwide, the
current state of AI
education
curricula and areas for
improvement were identified.
It was
found that major universities
approach AI education as part
of
their computer science
courses, emphasizing
practical
applications, hands-on
training courses, and
theoretical
foundational knowledge. This
suggests that curricula in
Korean universities need to
move beyond a theory-
centric
approach to enhance the
technical skills and
integrative
thinking required in the actual
industrial field.
The association analysis of
courses revealed that core
courses such as algorithms,
robotics, and machine learning
should be at the heart of
educational programs, and
these
courses should provide
students with a deeper
academic
understanding and practical
abilities through their
linkage
with other courses. Based on
this analysis, the proposed AI
curriculum was structured to
offer a systematic and phased
educational process each
year. It was designed to
equip
students with practical
knowledge and skills,
starting with
basic programming abilities to
understand and apply the
latest
AI technologies to solve real-
life problems.
This study is expected to
contribute to the development
of
education for AI majors by
providing foundational data,
offering directions for
improving educational
programs for
educational institutions and
policymakers, and aiding the
cultivation of specialized
personnel in AI.
By analyzing the AI
education programs of major
universities worldwide, the
current state of AI
education
curricula and areas for
improvement were identified.
It was
found that major universities
approach AI education as part
of
their computer science
courses, emphasizing
practical
applications, hands-on
training courses, and
theoretical
foundational knowledge. This
suggests that curricula in
Korean universities need to
move beyond a theory-
centric
approach to enhance the
technical skills and
integrative
thinking required in the actual
industrial field.
The association analysis of
courses revealed that core
courses such as algorithms,
robotics, and machine learning
should be at the heart of
educational programs, and
these
courses should provide
students with a deeper
academic
understanding and practical
abilities through their
linkage
with other courses. Based on
this analysis, the proposed AI
curriculum was structured to
offer a systematic and phased
educational process each
year. It was designed to
equip
students with practical
knowledge and skills,
starting with
basic programming abilities to
understand and apply the
latest
AI technologies to solve real-
life problems.
This study is expected to
contribute to the development
of
education for AI majors by
providing foundational data,
offering directions for
improving educational
programs for
educational institutions and
policymakers, and aiding the
cultivation of specialized
personnel in AI.
By analyzing the AI
education programs of major
universities worldwide, the
current state of AI
education
curricula and areas for
improvement were identified.
It was
found that major universities
approach AI education as part
of
their computer science
courses, emphasizing
practical
applications, hands-on
training courses, and
theoretical
foundational knowledge. This
suggests that curricula in
Korean universities need to
move beyond a theory-
centric
approach to enhance the
technical skills and
integrative
thinking required in the actual
industrial field.
The association analysis of
courses revealed that core
courses such as algorithms,
robotics, and machine learning
should be at the heart of
educational programs, and
these
courses should provide
students with a deeper
academic
understanding and practical
abilities through their
linkage
with other courses. Based on
this analysis, the proposed AI
curriculum was structured to
offer a systematic and phased
educational process each
year. It was designed to
equip
students with practical
knowledge and skills,
starting with
basic programming abilities to
understand and apply the
latest
AI technologies to solve real-
life problems.
This study is expected to
contribute to the development
of
education for AI majors by
providing foundational data,
offering directions for
improving educational
programs for
educational institutions and
policymakers, and aiding the
cultivation of specialized
personnel in AI.
By analyzing the AI
education programs of major
universities worldwide, the
current state of AI
education
curricula and areas for
improvement were identified.
It was
found that major universities
approach AI education as part
of
their computer science
courses, emphasizing
practical
applications, hands-on
training courses, and
theoretical
foundational knowledge. This
suggests that curricula in
Korean universities need to
move beyond a theory-
centric
approach to enhance the
technical skills and
integrative
thinking required in the actual
industrial field.
The association analysis of
courses revealed that core
courses such as algorithms,
robotics, and machine learning
should be at the heart of
educational programs, and
these
courses should provide
students with a deeper
academic
understanding and practical
abilities through their
linkage
with other courses. Based on
this analysis, the proposed AI
curriculum was structured to
offer a systematic and phased
educational process each
year. It was designed to
equip
students with practical
knowledge and skills,
starting with
basic programming abilities to
understand and apply the
latest
AI technologies to solve real-
life problems.
This study is expected to
contribute to the development
of
education for AI majors by
providing foundational data,
offering directions for
improving educational
programs for
educational institutions and
policymakers, and aiding the
cultivation of specialized
personnel in AI.
By analyzing the AI education programs of high schools worldwide, the current
state of AI education curricula and areas for improvement were identified. It was
found that major universities approach AI education as part of their computer
science courses, emphasizing practical applications, hands-on training courses, and
theoretical foundational knowledge. This suggests that curricula in Nigerian
universities need to move beyond a theory-centric approach to enhance the
technical skills and integrative thinking required in the actual industrial field. The
association analysis of courses revealed that core courses such as algorithms,
robotics, and machine learning should be at the heart of educational programs, and
these courses should provide students with a deeper academic understanding and
practical abilities through their linkage with other courses. Based on this analysis,
the proposed AI curriculum was structured to offer a systematic and phased
educational process each year. It was designed to equip students with practical
knowledge and skills, starting with basic programming abilities to understand and
apply the latest AI technologies to solve real-life problems. This study is expected
to contribute to the development of education for AI majors by providing
foundational data, offering directions for improving educational programs for
educational institutions and policymakers, and aiding the cultivation of specialized
personnel in AI.

By analyzing the AI
education programs of major
universities worldwide, the
current state of AI
education
curricula and areas for
improvement were identified.
It was
found that major universities
approach AI education as part
of
their computer science
courses, emphasizing
practical
applications, hands-on
training courses, and
theoretical
foundational knowledge. This
suggests that curricula in
Korean universities need to
move beyond a theory-
centric
approach to enhance the
technical skills and
integrative
thinking required in the actual
industrial field.
The association analysis of
courses revealed that core
courses such as algorithms,
robotics, and machine learning
should be at the heart of
educational programs, and
these
courses should provide
students with a deeper
academic
understanding and practical
abilities through their
linkage
with other courses. Based on
this analysis, the proposed AI
curriculum was structured to
offer a systematic and phased
educational process each
year. It was designed to
equip
students with practical
knowledge and skills,
starting with
basic programming abilities to
understand and apply the
latest
AI technologies to solve real-
life problems.
This study is expected to
contribute to the development
of
education for AI majors by
providing foundational data,
offering directions for
improving educational
programs for
educational institutions and
policymakers, and aiding the
cultivation of specialized
personnel in AI.

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