A Framework for Integrating Artificial Intelligence and 21st Century Skills towards Curricula Innovation through Foundation Programs of Universities to Support National Development in the 21st Century

Abstract

Education system today is being expected to meet the demands of technological revolution, social change and nation building. It is divided into explicit and implicit curriculum. Explicit curriculum is based on curriculum designed and offered through school and university, on the other hand hidden or implicit curriculum is derived through environment, interaction with family and society, media and digital sources. Along with the changing need of education system today artificial intelligence (AI) and 21st century skills are also considered to be important. Existing literature rarely talks about combining hidden curriculum forms with AI and 21st century skills under one roof at national level. This study reports on a concept paper supported by a structured literature review of curriculum theory, types of hidden curriculum, AI, 21st century skills, blended learning, multimodal learning, micro learning and nation building concepts. The literature review systematically extracted major concepts, theoretical associations and research gaps related to curriculum innovation. The literature was reviewed by theme.

The review indicates that most existing curriculum approaches focus on explicit curriculum and institutional learning outcomes, and limited learning systems are driven by social, phantom and concomitant curriculum concepts. Also, most of existing research has rarely connected artificial intelligence in curriculum design, integrated with the design of multimodal contents, strategies for micro learning, blended learning and national integration mechanisms in one cohesive conceptual model.

In light of these research gaps, this study develops a framework for curriculum innovation in the Sultanate of Oman integrating explicit, social, phantom and concomitant curricula along with artificial intelligence application, 21st century skills development, multimodal content construction, blended and micro learning inclusions, and implementation through foundation programs of universities, institutions, family members, media sectors and national implementing bodies to foster innovation and lifelong learning. The paper states that an integration of formal and informal learning context within the national framework may lead to greater development of competence, innovation in education and wellbeing. The framework can be the foundation, theory and concept of future researches, reform of curriculum and a source of policies formulation for nation building in the modern technological societies.