This research is a comparative analysis of four K-12 AI curricula to recognize and interpret their basic elements and pedagogical approaches. Guided by (socio) constructivist and constructionist theories as the theoretical framework, qualitative document analysis is applied as the research methodology. Schwab’s four commonplaces serve as the initial analytical framework. A (socio) constructivism and constructionism lens is also used to compare the curricula. The major findings are 1. The four curricula are different in their coverage of subject matters with the curriculum from the UK covering the widest and most balanced range of subject matters. 2. The four curricula apply, to different extent, student-centered (socio) constructivist and constructionist pedagogical approaches. The curriculum from the US fits best for constructionism, while the curriculum form India is most inclined to use traditional approaches. This study will form part of the data on AI educational practices useful to educational researchers, practitioners, and governments
