Proposal for the Inclusion of Gen-Ai in Curricula, Lesson Plans, and Annual and Ongoing Plans

The article discusses the organizational aspect of the effective implementation of generative artificial intelligence (Gen-AI) in the Slovenian educational environment. Artificial intelligence (AI) offers numerous opportunities, but at the same time poses new challenges for students and teachers. The article presents how Gen-AI should be integrated into education and training, including the curriculum for kindergartens and the syllabi and catalogues of knowledge for vocational and professional educa­tion. We base our analysis on emerging curriculum documents, where we examined the frequency and manner of occurrence of AI-related terms. The analysis, which includes 231 documents, shows that concepts such as artificial intelligence, ChatGPT, and large language models are already included in some proposals, yet curriculum designers have not yet systematically and comprehensively incorporated them into all levels and subjects of the education system. Based on the findings of the analysis of the revised curriculum documents, we conclude that AI-related concepts do appe­ar, but mostly in a general context, partly as a tool to support teaching and less often as a concept that requires critical consideration. Based on these findings, we propose a multi-stage approach to the implementation of generative AI in the education sy­stem, specifically at: the curricular level, i.e., the integration of objectives, the bran­ching of objectives in curricula, and the linking of knowledge catalogues, concrete examples of use, regular updates; and the teacher level, i.e., professional training, support materials, and learning communities. The future of curriculum reform must be based on the principles of flexibility, safety, ethics, and an inclusive approach, as artificial intelligence will increasingly influence the ways in which teachers learn, as­sess, and develop professionally.