AI-POWERED CURRICULUM STRATEGIES TO PROMOTE INCLUSIVE AND QUALITY HIGHER EDUCATION

Abstract

The development of curricula for integrating technologies, such as Artificial Intelligence (AI) in higher education requires a contextual understanding of technology systems, institutional structures and socio-cognitive human factors. The study is conducted in a systematic way using mixed-methods approach with pragmatic research design which aims to investigate how to develop AI-supported curriculum strategy that can harmonize the academic quality in the presence of negative social equity and inclusion for student success in alignment with SDG-4: Quality Education. The data was collected by conducting quantitative surveys (N = 400) and qualitative semi structured interviews from three urban hubs of Punjab namely Lahore, Gujranwala and Sialkot. Empirical evidence demonstrates significant and unequal institution capability and beginning technical confidence. Crosstabs suggest that clearly, participants in the private sector had higher baseline confidence (M = 4.21) than participants in the public sector (M = 3.38). A serious geographic digital divide was also observed with the campus network stability starting from Lahore (M = 3.90) dropping steeply to Gujranwala (M = 2.55) and Sialkot (M = 2.75). The top two among the significant statistical prioritization indexes were the lack of structured training for faculty, with institutional software subscription prices coming in at number three and unstable connectivity coming in at number 3rd. However, the adaptive platforms are quite impressive in their ability to increase the learning velocity and decrease language anxiety for non-native English speakers, with p <. In view of these advantages, there are limitations in the form of resource allocation inequality, as well as Eurocentric linguistic preferences (001). The study further suggests that simple, top down automation architectures can only be implemented with larger inputs – that are context-congruent and localized around the adaptation and implementation of these systems – if they are not to exacerbate learning inequities. To sum up, it promotes feasible human agency oriented curriculum frameworks, which integrate global perspectives of technological innovations and Universal Design for Learning (UDL) into the local socio-cultural contexts.