Considering the educational, ethical, social, economic, and political challenges arising from the use of artificial intelligence, this article, while reviewing the theories of curriculum in the age of artificial intelligence, presents an integrated framework based on social anthropocentrism, educational and data justice, power analysis and algorithmic governance, and structural ethics of technology. This framework seeks to keep the learning process humane, meaningful, and participatory while at the same time providing a basis for responsible and informed decision-making in the educational system. The outputs of this approach include agency and self-directed learning, educational justice and inclusion, critical literacy of data and artificial intelligence, ethical and responsible action with technology, and informed participation in decision-making and social life. This study showed that redefining the curriculum without considering these challenges and outputs limits the possibility of shaping human and justice-oriented education in the age of artificial intelligence.

Considering the educational, ethical, social, economic, and political challenges arising from the use of artificial intelligence, this article, while reviewing the theories of curriculum in the age of artificial intelligence, presents an integrated framework based on social anthropocentrism, educational and data justice, power analysis and algorithmic governance, and structural ethics of technology. This framework seeks to keep the learning process humane, meaningful, and participatory while at the same time providing a basis for responsible and informed decision-making in the educational system.