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<p>While artificial intelligence in education (AIeD) holds substantial promise, higher education and professional training increasingly demand curriculum design approaches that systematically consider contextual, interdisciplinary, and institutional realities rather than relying mostly on the input of established educators. In this paper, we introduce <i>Genesis</i>, a governance-oriented framework for LLM-augmented interdisciplinary curriculum (re)design that positions large language models (LLMs) as task-bounded collaborators within a human-governed design process rather than as autonomous curriculum designers. Genesis models professional competencies and aligns them across public policy, technology, and service design disciplines, and enables the integration of interdisciplinary knowledge with real-world professional requirements. We evaluate Genesis through instrumental case studies across three professional training programs on digital public infrastructure (DPI) involving 473 learners, which adopts a challenge-based learning format. The evaluation draws on qualitative feedback to assess the perceived relevance, transferability, and didactical value of the framework in naturalistic settings. Findings indicate that when embedded within explicit human oversight and governance mechanisms, Genesis can support curricular connectivity, interdisciplinary integration, and promote a more agile and responsive approach to curriculum innovation in digital transformation education.</p>

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An LLM-augmented framework for interdisciplinary curriculum design and innovation: case of digital public infrastructure education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月27日

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  • Josephine Adhiambo Lusi,
  • Anastasija Nikiforova,
  • Birgy Lorenz,
  • Ingrid Pappel

摘要

While artificial intelligence in education (AIeD) holds substantial promise, higher education and professional training increasingly demand curriculum design approaches that systematically consider contextual, interdisciplinary, and institutional realities rather than relying mostly on the input of established educators. In this paper, we introduce Genesis, a governance-oriented framework for LLM-augmented interdisciplinary curriculum (re)design that positions large language models (LLMs) as task-bounded collaborators within a human-governed design process rather than as autonomous curriculum designers. Genesis models professional competencies and aligns them across public policy, technology, and service design disciplines, and enables the integration of interdisciplinary knowledge with real-world professional requirements. We evaluate Genesis through instrumental case studies across three professional training programs on digital public infrastructure (DPI) involving 473 learners, which adopts a challenge-based learning format. The evaluation draws on qualitative feedback to assess the perceived relevance, transferability, and didactical value of the framework in naturalistic settings. Findings indicate that when embedded within explicit human oversight and governance mechanisms, Genesis can support curricular connectivity, interdisciplinary integration, and promote a more agile and responsive approach to curriculum innovation in digital transformation education.