Generative AI in Curriculum Design: Advancing or Undermining Decolonisation Efforts?

Abstract

The integration of generative artificial intelligence (AI) into curriculum design presents a paradox for educational decolonisation. This chapter examines AI’s dual potential to either advance or undermine these critical efforts. On one hand, AI offers transformative opportunities to create inclusive, culturally relevant materials by embedding diverse perspectives and representing Indigenous knowledge systems. It can personalise learning for marginalised students, helping to dismantle the Eurocentric focus of traditional curricula. Conversely, uncritical adoption poses significant threats. AI systems, predominantly trained on data from the Global North, risk perpetuating colonial biases and reinforcing hegemonic narratives. This can lead to the exclusion of marginalised voices and what has been termed “algorithmic colonialism”. Balancing these tensions requires a proactive, principled framework. This chapter advocates for the ethical implementation of AI through the co-development of culturally sensitive tools, fostering critical AI literacy, and establishing robust, inclusive governance to ensure technology serves epistemic justice