Bringing Ai to the Classroom: a Framework for Systemic Curriculum Changes

Artificial intelligence is currently one of the most discussed topics worldwide. It is therefore not surprising that the topic is also playing a role in education. This ranges from the development of special courses to claims that artificial intelligence should be integrated into national curricula. However, transformation in this field starts with teacher education. It is still an open question how bringing AI to schools can be realized on all required levels. This article discusses a framework and conditions taking all levels and stakeholders into account, starting at the national curriculum level. The complexity of processes are shown, the key levels and stakeholders are identified. The methodological approach and the results of an analysis of descriptions of the introduction of computer science as a compulsory subject from lower secondary level onwards from around 20 federal and central states are then presented. One result is the identification of six central measures. These measures are described and categorised in the CAPE framework. The descriptions were analysed with regard to the effect relationships between the six measures. Based on this analysis, a heuristic model of the work and development of curricula was developed. As a result, it is shown that at least four of the six measures must interlock in a meaningful way for an effective change in a national curriculum - independent of the topic. AI is then used as one exemplary content. The results of selected studies, including possible effect relationships, are presented and discussed as examples for each measure. Finally, this results in a guideline including: measures to be taken, the relationship between the effects of the measures and challenges to be considered.