Artificial Intelligence in Educational Management: A Systematic Literature Review on AI-Based Primary Curriculum Design

Saepul Ma’mun; Endi Rochaendi; Aty Susanti; Yulikha Shobarohmi Ishar; Galih Albarra Shidiq; Ismanto Ismanto

doi:10.53400/mimbar-sd.v12i4.91614

Artificial Intelligence in Educational Management: A Systematic Literature Review on AI-Based Primary Curriculum Design

Saepul Ma’mun, Endi Rochaendi, Aty Susanti, Yulikha Shobarohmi Ishar, Galih Albarra Shidiq, Ismanto Ismanto

Abstract

The integration of Artificial Intelligence (AI) into primary education curriculum governance remains constrained by conceptual ambiguity, ethical concerns, and digital inequalities, particularly in under-resourced education systems where technological readiness is limited. This study addresses these challenges by conducting a systematic literature review to explore how AI can be ethically, effectively, and contextually embedded into curriculum decision-making. Grounded in five theoretical frameworks—Data-Driven Decision Making, Adaptive Learning, AI-Based Decision Support Systems, Contextual Curriculum Design, and Technology Ethics in Education—the review synthesizes findings from peer-reviewed publications over the past decade. Results reveal that AI holds significant potential to strengthen curriculum planning through real-time assessment, personalized learning trajectories, and prescriptive analytics that enhance evidence-based decisions. Nevertheless, systemic barriers such as poor digital infrastructure, limited AI literacy among educators, and fragmented policy directions continue to hinder large-scale adoption and sustainability. To respond to these challenges, the study proposes an integrative conceptual model that repositions AI not merely as a technological tool but as an ethically grounded and contextually adaptive agent within curriculum governance. Such a model emphasizes that the meaningful and equitable application of AI requires strong cross-sectoral collaboration, coherent policy alignment, and sustained capacity-building initiatives. By advancing this perspective, the study underscores the importance of positioning AI as a catalyst for inclusive and transformative educational change, ensuring that technological innovation aligns with ethical imperatives and local contextual needs.

Keywords

Artificial Intelligence; Curriculum Governance; Data-Driven Decision Making; Educational Management; Primary Education

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