ISEDJ

Abstract: An effective K–12 AI curriculum must extend beyond technical skills to cultivate computational thinking, creativity, problem-solving, and ethical awareness. This article reviews the growth of K–12 AI curriculum research from 2019 to 2024, examining the theories, frameworks, and models that guide curriculum content and design. It analyzes development approaches ranging from individual efforts to co-design and explores collaborative partnerships among universities, K–12 educators, industry, and government. The review also evaluates qualitative, quantitative, and mixed-method approaches used for curriculum assessment. Despite notable progress, significant challenges remain in both design and implementation. This study argues that effective AI curricula require stronger theoretical grounding, sound instructional design, and rigorous, evidence-based evaluation. The review highlights current inconsistencies and recommends more systematic practices to better align curriculum development with educational goals and societal needs, while strengthening validation processes to support long-term impact.

Download this article: ISEDJ - V24 N2 Page 75.pdf

Recommended Citation: Lei, N., Zhao, Z., Li, Z., Tian, X., (2026). K-12 AI Curriculum Design: A Review of Frameworks, Approaches, and Evaluation. Information Systems Education Journal 24(2) pp 75-86. https://doi.org/10.62273/GIII1608