An Interpretive Descriptive Study of Curriculum Developers’ Experiences Integrating AI in Technology-Driven Fields
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Authors
Buchko, James
Issue Date
2025-12
Type
Dissertation
Language
en
Keywords
Artificial Intelligence , Curriculum Development , Instructional Design , Business, Engineering, Science, & Technological Innovation , Military Learners & Veteran Transition , Workforce Development Needs & Industry Alignment
Alternative Title
Abstract
Educational institutions in technology-driven fields face challenges with lengthy curriculum update cycles, resulting in outdated content and graduates ill-prepared for industry demands. This qualitative interpretive descriptive study explored curriculum developers’ experiences and perceptions regarding integrating artificial intelligence tools into development processes. The conceptual framework integrated constructivism, connectivism, cognitive load theory, and adaptive learning theory. Ten curriculum developers from higher education, corporate, and military training sectors participated. Data were collected through semi-structured interviews and analyzed using thematic analysis via NVivo software. Key findings revealed that integrating artificial intelligence reduced development timelines by 40% to 50% through the automation of routine tasks. However, participants identified trade-offs regarding content accuracy, necessitating robust quality assurance processes and validation by subject matter experts. While developers perceived these tools as valuable for aligning curricula with evolving industry standards, they emphasized the necessity of human decision-making to balance efficiency with pedagogical creativity. Implications for practice highlight the need for hybrid development models leveraging automation for speed while relying on human expertise for quality control and innovation. Recommendations include establishing institutional guidelines for ethical use and providing professional training to optimize the integration of artificial intelligence in curriculum design, ultimately bridging the gap between education and workforce requirements.