Analyzing Traditional Curricula through the AI Literacy Framework (Digital Promise, 2024): Toward an AI Smart Curriculum Model in Jordanian Secondary Mathematics Education
Authors
Abed Albari Mahmoud AlzawahrehFiles
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Journal
Published in Vol. 5 No. 1 (2026) of International Journal of Psychological and Educational Research.
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The International Journal of Psychological and Educational Research welcomes all researchers in the field of its scientific and research interest, and invites them to make a distinguished contribution to the production of knowledge in all its forms, aspects and trends, and to develop research in line with the development of the times and its technical progress, and in line with the goals of the journal, its mission and vision.
About the JournalAbstract
This study aims to analyze the content of the Business Mathematics textbook for the 12th grade (academic track) in Jordan in light of the AI Literacy Framework (Digital Promise, 2024), in order to examine the extent to which artificial intelligence concepts are incorporated into Jordanian curricula and to identify the requirements for developing them toward smart curricula aligned with the digital transformation. The study employed both qualitative and quantitative content analysis methods and included all student textbook topics for the first semester (2025/2026) as the research sample. The analytical tool was constructed based on the framework’s four dimensions (understanding, application, evaluation, and design). The results revealed varying levels of inclusion across the dimensions, with the understanding dimension being the most represented, while evaluation and design dimensions were the least incorporated, reflecting the continued traditional nature of the curricula. The study proposed an educational model grounded in the Digital Promise framework, comprising three stages: cognitive empowerment, applied utilization, and design innovation, aimed at transforming curricula into data-driven, creative-thinking-based smart learning environments that enhance learners’ future competencies.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
