Where generative AI enters programme outcomes, course structure, learning activities and materials.
The same domain takes different forms at each level. The three readings below give its micro, meso and macro counterparts separately.
Teachers report a transition from occasional assistance with summaries and ideas towards regular use in preparing materials and designing learning activities. The account is given as a description of current routine rather than as a statement of intention, and it situates a design decision, and not merely a decision about use, within a single course.
An open education faculty offers a two-year associate degree in AI-assisted coding, carrying 120 ECTS. The programme is not a module added to an existing curriculum but a qualification whose outcomes are written around large language models, agent-based systems and generative AI applications, alongside algorithmic thinking, cloud technologies and AI-supported software testing.
The creation of personalised AI-aided learning appears in the plan for the 2025 academic year of an open university. Placing the intention in an annual plan is what separates it from an experiment: a plan carries a date, an owner and a review.
A teacher describes artificial intelligence being applied as part of study modules while modules about artificial intelligence are offered to teachers and students alike, often using the technology itself as the starting point. The account records curriculum change from two directions at once: the technology enters existing modules and becomes the subject of new ones.
A student reports that every university in the country now offers courses related to AI, and a teacher in the same round describes AI-related content being incorporated into curricula alongside the establishment of dedicated research centres. Two independent accounts describe the same national movement from different positions.
A support staff respondent reports that certificate programmes, associate degrees and undergraduate degrees in the field are available at universities, alongside a large number of scientific events each year. The account records provision at the level of qualifications rather than of individual courses.
A partnership deliverable sets out a framework for learning design with generative AI, organised in stages from analysis and planning through activity design to development and production. It is the only instrument in the material that addresses curriculum design directly rather than regulating the use of tools inside an existing design.