Structure GenAI curriculum development around functionality, cross-context applications, and ethical-legal dimensions¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

This strategy implements the student-identified priority areas as a planning structure for GenAI curriculum development: build student capability in "understanding and optimising GenAI functionality", provide experiences applying GenAI across varied contexts, and teach students to navigate the ethical and legal dimensions of GenAI. The article presents these three areas as what students themselves identified as priorities for development, so curriculum designers can use them as a checklist for coverage when integrating GenAI into university programs.

Design Implications¶

Context¶

Requirements¶

• Curriculum teams should gather or consult student perceptions to confirm the areas match their cohort's needs, since the priorities were student-identified

Constraints¶

• Derived from business education students in a capstone unit; applicability to other disciplines is not tested in the article

Target Learners¶

• undergraduate business students
• university students preparing for GenAI-integrated professions

Target Learning Goals¶

• GenAI functionality and optimisation skills
• applied GenAI use across contexts
• ethical and legal judgment about GenAI

Affordances¶

• Genai Curriculum Three Priority Areas Taxonomy

Claims¶

• Students identify exploring GenAI applications across contexts as a second priority area for curriculum development [+W]
• Students identify understanding and optimising GenAI functionality as a first priority area for curriculum development [+W]
• Students identify navigating ethical and legal dimensions of GenAI as a third priority area for curriculum development [+W]

Related Strategies¶

• Student Codesign Genai Curricula

Examples¶

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Key Sources¶

• Rook, L., & Plumb, M. (2026). Integrating Generative Artificial Intelligence into University Curricula: Student Insights. Journal of University Teaching and Learning Practice, 23(2). https://doi.org/10.53761/jjzzd330