A Preliminary Study on Strategies for AI-Promoted Development and Implementation of Interdisciplinary School-Based Curriculum in Primary Schools

Jiayi Yang; Qing Wu

doi:10.70088/ba24xy62

Authors

Jiayi Yang Teachers' College of Beijing Union University, Beijing, China Author
Qing Wu Teachers' College of Beijing Union University, Beijing, China Author

DOI:

https://doi.org/10.70088/ba24xy62

Keywords:

artificial intelligence, interdisciplinary learning, big ideas, school-based curriculum, primary education

Abstract

The Compulsory Education Curriculum Standards (2022 Edition) identifies interdisciplinary thematic learning as a pivotal initiative in contemporary curriculum advancement. Drawing upon the intersecting perspectives of curriculum and instructional theory alongside the philosophy of technology, this study argues that instructional content should be systematically organized around big ideas oriented towards the cultivation of core competencies. Furthermore, the integration of artificial intelligence technologies and project-based implementation strategies serves to promote reciprocal enhancement in both teaching and learning processes. Despite these policy directives, primary schools currently demonstrate insufficient intensity and effectiveness in developing interdisciplinary school-based curricula. Practical challenges are prevalent and include superficial knowledge integration across disciplines, overly formalized instructional implementation that lacks substantive depth, and homogenized evaluation systems that fail to capture the multifaceted outcomes of interdisciplinary learning. To address these pressing issues, this paper proposes a comprehensive and actionable solution for the development and implementation of interdisciplinary school-based curricula in primary schools through an integrated teaching-learning-evaluation framework. The proposed framework leverages artificial intelligence tools to facilitate dynamic curriculum design, supports teachers in constructing meaningful interdisciplinary learning experiences centered on big ideas, and establishes diversified assessment mechanisms aligned with competency-based educational objectives. This study provides both theoretical insights and practical guidance for educators and policymakers seeking to advance interdisciplinary curriculum innovation in primary education contexts.

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