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As curricula adapt to technologically advanced, globally connected societies, the work argues for preserving educational values grounded in human agency, cultural context, and pedagogical reasoning. A mixed-method design with 43 participants finds AI supports administrative automation and learning personalization, while raising ethical, privacy, and human-educator marginalization concerns, supporting hybrid models with human ethical oversight.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/generating-curricula-a-human-centred-perspective-in-the-era-of-artificial-intelligence/585010/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/generating-curricula-a-human-centred-perspective-in-the-era-of-artificial-intelligence/585010.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study on curriculum design?","Question",{"text":112,"@type":113},"The study investigates generative mechanisms of curriculum design from a human-centred perspective, with emphasis on integrating AI into engineering education while preserving human agency and pedagogical reasoning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A mixed-method approach combined quantitative Likert-scale surveys and qualitative open-ended responses from 43 participants involved in curriculum development and implementation across higher and vocational education and industry.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns and benefits about AI emerged from the findings?",{"text":121,"@type":113},"Respondents viewed AI as highly effective for automating administrative tasks and personalizing learning, but they also raised concerns about ethics, data privacy, and the potential marginalization of human educators.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585010,1792191036,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Proceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025   \n180  \nGENERATING CURRICULA: A HUMANCENTRED PERSPECTIVE IN THE ERA OF ARTIFICIAL INTELLIGENCE  \nTiia Rüütmann   \nTallinn University of Technology, Estonia E-mail: [tiia.ruutmann@taltech.ee](tiia.ruutmann@taltech.ee)  \nUrve Läänemets  \nEstonian Academy of Music and Theatre, Estonia E-mail: [urve119@mail.ee](urve119@mail.ee)  \nAbstract  \nThis study explores generative mechanisms of curriculum design from a human-centred perspective, with a focus on the integration of Artificial Intelligence (AI) into engineering education. As curricula evolve to meet the demands of a technologically advanced and globally connected society, it is crucial topreserve the educational values rooted in human agency, cultural context, and pedagogical reasoning. The research aimed to investigate how traditional curriculum development processes can be enhanced through AI tools while preserving the essential role of human educators. A mixed-method approach was used, combining quantitative Likert-scale surveysand qualitative open-ended responses from 43 participants involved in curriculum development and implementation across higher and vocational education and industry. The results show that AI is perceived as highly effective in automating administrative tasks and personalizing learning, but concerns remain about ethical issues, data privacy, and potential marginalization of human educators. Most respondents emphasized that AI should serve as a supportive tool rather than a replacement. The findings underscore the importance of hybrid curriculum models that integrate AI for operational efficiency while maintaining human agency in decision-making, pedagogy, and ethical oversight. The study offers practical implications for future curriculum reforms and teacher training in an AI-enhanced educational landscape.  \nKeywords: Curriculum Development, Artificial Intelligence in Education, Human-Centred Learning, Engineering Education, Generative Mechanism of Curricula.  \nIntroduction  \nEstonian scientist and zoologist Aleksey Turovsky has noted that no child or animal can survive without learning. Learning is a fundamental human intellectual activity, rooted in experience and aimed at acquiring new knowledge and skills, experiences, and behaviour. It may arise spontaneously through everyday encounters or be carefully planned and structured within educational systems. This duality between spontaneous and planned learning forms the background against which any curriculum–the formal plan for learning–evolves.  \nHowever, it is essential to recognize that learning is not only an individual process. As Paulo Freire (2018) has highlighted, education is also a social act, influenced by cultural and political contexts. The curriculum serves not only as a tool for individual  \nThis is an open access article under the  \nCreative Commons Attribution 4.0 International License  \nProceedings of the 6th International Baltic Symposium on Science and Technology Education, BalticSTE2025  \n181  \ndevelopment but also as a mechanism through which societies establish values, norms, culture, and ideologies for future generations.  \nHigher education, which should train specialists for different areas of life, needs a rationally organized starting point-general education. This is specific to each society, which presumes somewhat different selection of the learning content (in the humanities) and a common part, as STEM (Science, Technology, Engineering, and Mathematics) is global and almost similar everywhere.  \nThe higher the educational level a learner reaches, the greater the role of fieldspecific knowledge becomes. Also, in the term “know-how” of knowledge-based skills, the word “know” comes first, and specialist knowledge is inevitably international, because of technologies. All skills are based on knowledge. The question is mostly where this knowledge can be applied and whether","cbCaia4HSdTH6tES","https://ap.wps.com/l/cbCaia4HSdTH6tES","pdf",1252001,17,"English","# Introduction\n## Curriculum as a Structured Whole\n# Study Aim and Research Context\n## Human-Centred Generative Mechanisms and AI Integration","[{\"question\":\"What is the main focus of the study on curriculum design?\",\"answer\":\"The study investigates generative mechanisms of curriculum design from a human-centred perspective, with emphasis on integrating AI into engineering education while preserving human agency and pedagogical reasoning.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A mixed-method approach combined quantitative Likert-scale surveys and qualitative open-ended responses from 43 participants involved in curriculum development and implementation across higher and vocational education and industry.\"},{\"question\":\"What concerns and benefits about AI emerged from the findings?\",\"answer\":\"Respondents viewed AI as highly effective for automating administrative tasks and personalizing learning, but they also raised concerns about ethics, data privacy, and the potential marginalization of human educators.\"}]","Generating Curricula - A Human-Centred Perspective in the Era of Artificial Intelligence | PDF",1792053298,43]