As Artificial Intelligence (AI) increasingly impacts professional practice, there is a growing need to AI-related competencies into higher education curricula. However, research on the implementation of AI education within study programs remains limited and requires new forms of collaboration across disciplines. This study addresses this gap and explores perspectives on interdisciplinary curriculum development through the lens of different stakeholders. In particular, we examine the case of curriculum development for a novel undergraduate program in AI in engineering. The research uses a mixed methods approach, combining quantitative curriculum mapping with qualitative focus group interviews. In addition to assessing the alignment of the curriculum with the targeted competencies, the study also examines the perceived quality, consistency, practicality and effectiveness from both academic and industry perspectives, as well as differences in perceptions between educators who were involved in the development and those who were not. The findings provide a practical understanding of the outcomes of interdisciplinary AI curriculum development and contribute to a broader understanding of how educator participation in curriculum development influences perceptions of quality aspects. It also advances the field of AI education by providing a reference point and insights for further interdisciplinary curriculum developments in response to evolving industry needs.

The Curriculum Recommendations paradigm is dedicated to fostering learning equality within the ever-evolving realms of educational technology and curriculum development. In acknowledging the inherent obstacles posed by existing methodologies, such as content conflicts and disruptions from language translation, this paradigm aims to confront and overcome these challenges. Notably, it addresses content conflicts and disruptions introduced by language translation, hindrances that can impede the creation of an all-encompassing and personalized learning experience. The paradigm's objective is to cultivate an educational environment that not only embraces diversity but also customizes learning experiences to suit the distinct needs of each learner. To overcome these challenges, our approach builds upon notable contributions in curriculum development and personalized learning, introducing three key innovations. These include the integration of Transformer Base Model to enhance computational efficiency, the implementation of InfoNCE Loss for accurate content-topic matching, and the adoption of a language switching strategy to alleviate translation-related ambiguities. Together, these innovations aim to collectively tackle inherent challenges and contribute to forging a more equitable and effective learning journey for a diverse range of learners. Competitive cross-validation scores underscore the efficacy of sentence-transformers/LaBSE, achieving 0.66314, showcasing our methodology's effectiveness in diverse linguistic nuances for content alignment prediction. Index Terms-Curriculum Recommendation, Transformer model with InfoNCE Loss, Language Switching.

We propose multiple techniques for automatic document order generation for (1) curriculum development and for (2) creation of optimal reading order for use in learning, training, and other content-sequencing applications. Such techniques could potentially be used to improve comprehension, identify areas that need expounding, generate curricula, and improve search engine results. We advance two main techniques: The first uses document similarities through various methods. The second uses entropy against the backdrop of topics generated through Latent Dirichlet Allocation (LDA). In addition, we try the same methods on the summarized documents and compare them against the results obtained using the complete documents. Our results showed that while the document orders for our control document sets (biographies, novels, and Wikipedia articles) could not be predicted using our methods, our test documents (textbooks, courses, journal papers, dissertations) provided more reliability. We also demonstrated that summarized documents were good stand-ins for the complete documents for the purposes of ordering.

Mapping the aptitude and interest of students in schools and universities with skills that are demanded by the market. This will help provide prescriptive career guidance that will be beneficial to both the employers and the future workforce Tracking the demand for skills in the market and the educational infrastructure available to supply those skills, through a Skills Repository. This will help keep education concurrent with current market demands and ensure much better alignment between academia and corporates Automate routine, time-consuming tasks – from creating and grading test papers, developing personalized benchmarks for each student, identifying gaps in student development, tracking aptitude and attentiveness within each subject, and enabling teachers to focus on curriculum development, coaching and mentoring, and improving behavioral and personality aspects of students Identify potential school and university-level dropouts and their root-causes so educational institutions can take proactive steps to ensure student retention and course completion. Mapping the aptitude and interest of students in schools and universities with skills that are demanded by the market. Tracking the demand for skills in the market and the educational infrastructure available to supply those skills, through a Skills Repository.

Since then, many more programs have been developed to expand the range of opportunities for global education, including student and teacher travel, global curriculum, programs to support teachers, and programs that deploy internet-based communication technologies to facilitate teacher and student global collaboration such as iEarn, the Global Scholars program at Bloomberg Philanthropies or the Out of Eden Project at Project Zero at the Harvard Graduate School of Education. The Asia Society has developed excellent materials to support curriculum development, teacher preparation and collective leadership on global education. Organizations like the Peace Corps or World Teach provide college graduates opportunities to develop their global skills through global service.