Curriculum Innovation in Informatics and Computing Education: A Systematic Review of AI Integration, Educational Models, and Graduate Competencies

Hadi Kurnia Saputra; Hasan Maksum; Waskito Waskito; Nurindah Dwiyani

doi:10.24036/voteteknika.v14i2.138698

Curriculum Innovation in Informatics and Computing Education: A Systematic Review of AI Integration, Educational Models, and Graduate Competencies

Hadi Kurnia Saputra⁽¹⁾, Hasan Maksum⁽²⁾, Waskito Waskito⁽³⁾, Nurindah Dwiyani⁽⁴⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia
(3) Universitas Negeri Padang

Indonesia
(4) Sekolah Tinggi Ilmu Pelayaran (STIP) Jakarta

Indonesia

Corresponding Author

DOI : https://doi.org/10.24036/voteteknika.v14i2.138698

Full Text:

Language : en

Abstract

Artificial intelligence (AI) is revolutionizing informatics and computing education and raising the stakes for both curriculum innovation and workforce-centric competency development. However, existing research is dispersed across curriculum innovation, education models, and graduate competency viewpoints. To this end, this paper systematically reviews the current body of evidence regarding AI-influenced informatics and computing curriculum innovation. Twenty-six open access journal papers published between 2021 and 2026 were identified by a search of the Scopus database and included based on PRISMA 2020 guidelines; data were analyzed through thematic synthesis. The results show five dominant approaches to curriculum transformation; these include: AI-integrated modules, curriculum overhaul, competency-centric curriculum innovation, inter-disciplinary infusion and curriculum transformed by AI enriched learning environments. Project-based learning, inquiry-based learning, experience-based learning, competency-based education, and AI facilitated teaching and learning support effective integration. Additionally, the five crucial competence areas that future graduates in the AI-centric age need to possess are, knowledge about AI systems (AI literacy); mastery in coding, system design and deployment (technical expertise); problem solving approaches; interpersonal skills, team working skills and communication (professional skills); ethical application of AI tools. Based on the synthesized information, we present a model to facilitate AI- Responsive Curriculum to be designed through the confluence of AI tools, innovation curriculum, pedagogical models, competence development, and workforce preparedness. This conceptualization provides a basis for current information education reforms and readiness of graduates for careers in AI-driven workplaces.

Keywords - Artificial Intelligence, Curriculum Innovation, Informatics Education, Educational Models, Graduate Competencies.

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