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This special issue deliberated on AI and the curriculum with the aim of exposing various debates, controversies, and pathways in terms of policy and praxis in the Global North. Papers published in this special issue presented various arguments drawing from best practices to either problematise or support the use of AI within the curriculum. This is against the background that the advent of Artificial Intelligence (AI), integrating this advanced technology has become a pivotal topic of discussion and research, which in some cases is marred with controversy and the belief that ethical issues such as honesty and hard work are eroded as people use AI within the curriculum. As such, there seems to be resistance among conservative scholars, while other scholars have embraced AI as the future of curriculum implementation. Cognizant of the foregoing, it was critical that this special issue brings together various authors to air their views, which we hope will serve as part of policy formulation in the Global South.
Dube et al. (2024) studied this question.