Practice Matrix · Meso

Curriculum and Learning Design

Institutional governance · Where generative AI enters programme outcomes, course structure, learning activities and materials.

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practices

Who

Where

Source report

The reading of this intersection

The count in the cell shows density; what the intersection says is carried by the reading below.

Three records are situated at this intersection and they differ in kind. The strongest is a two-year associate degree in AI-assisted coding carrying 120 ECTS credits and offered by an open education faculty. Its programme outcomes are formulated in terms of large language models, agent-based systems and generative AI applications. This is the only record in the material in which the technology defines a qualification rather than appearing within one.

The second record is weaker by design. Personalised AI-aided learning appears in an annual academic plan, which establishes a date and an owner but not an operating practice. The third derives from a respondent who describes the technology entering existing modules while modules concerning it are offered to staff and students alike, thereby recording curriculum change from two directions simultaneously.

Read together, the three records indicate a sequence in which content first enters existing modules, then becomes the subject of new ones, and finally defines a qualification. Only one institution in this material has reached the third stage, and it is a distance provider in which a single curriculum decision reaches a cohort measured in thousands.

Who, and where

The actors carrying out the practice and where they are. Where a source does not name the institution, no attribution is made.

Institutions and actors

Anadolu University, Open Education Faculty
University of Jyväskylä

Countries

Türkiye
Finland
Multiple countries

Context

Higher education

How it was done

Each record stands with its imprint, its short reading and the sentence found in the source. Quotations are not shortened, so that a reader can check the inference.

A full associate degree programme built around generative AI

Open the source

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.

Institution: Anadolu University, Open Education Faculty
Country: Türkiye
Delivery model: Open and distance
Context: Higher education
Contributed by: Anadolu University
Year: 2026
Maturity: Embedded
Scalability: Embedded
Transferability: Established
Source report: AU-PROGRAM

Evidence

A published programme page stating the aim, the level, the credit load and the intended outcomes. No evaluation of the programme is published, so the record is bounded to what the institution sets out to do.

hızla dijitalleşen iş dünyasının ihtiyaç duyduğu, yapay zekâ destekli yazılım geliştirme becerilerine sahip nitelikli insan gücünü yetiştirmeyi amaçlamaktadır

AU-PROGRAM, p. program sayfası

Personalised AI-aided learning entering an annual academic plan

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.

Institution: University of Jyväskylä
Country: Finland
Delivery model: not stated in the source
Context: Higher education
Contributed by: not stated in the source
Year: 2024
Maturity: Emerging
Scalability: Established
Transferability: Established
Source report: D3.1

Evidence

The institution reports it as mentioned in a plan rather than as running, so the record is coded at the lowest operative maturity.

Personalized learning: Creation of personalized AI-aided learning is mentioned in the plan for the academic year 2025

D3.1, p. 33

AI applied inside study modules and offered as modules of its own

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.

Institution: not stated in the source
Country: Multiple countries
Delivery model: not stated in the source
Context: Higher education
Contributed by: not stated in the source
Year: 2025
Maturity: Piloted
Scalability: Established
Transferability: Established
Source report: D3.2

Evidence

A respondent account rather than an institutional return, so no institution is attributed and the coding stays conservative.

Artificial intelligence is applied as part of study modules, and study modules related to artificial intelligence are offered to teachers and students

D3.2, p. 36