Curriculum as Code: An AI-Assisted Architecture for Instructional Design in STEM Education

• URL: http://arxiv.org/abs/2608.07364v1
• Date: Fri, 07 Aug 2026 16:09:10 GMT
• Title: Curriculum as Code: An AI-Assisted Architecture for Instructional Design in STEM Education
• Abstract summary: This paper presents a six-phase AI-assisted instructional design architecture based on the Curriculum as Code paradigm.<n>It integrates Generative AI with tacit and Python to automate the creation of reproducible, visually consistent, and technically precise materials for STEM education.
• Score: 0.0
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Contribution: This paper presents a six-phase AI-assisted instructional design architecture based on the Curriculum as Code paradigm, integrating Generative AI with LaTeX and Python to automate the creation of reproducible, visually consistent, and technically precise materials for STEM education. Background: Creating customized instructional materials for active learning imposes a heavy workload on faculty. Standard presentation tools lack robust support for technical content, while current AI applications often hallucinate and fail to formalize the instructional authoring process, limiting their utility for rigorous academic design. Intended Outcomes: The framework aims to reduce preparation time while ensuring mathematical accuracy, adherence to institutional visual identity, and preservation of the instructor's tacit pedagogical knowledge through explicit rules. Application Design: The solution comprises a six-phase pipeline that replaces ad-hoc prompt engineering with a systematic workflow, utilizing text-based interfaces and code-driven generation (LaTeX/Beamer for slides, Python for figures), governed by pedagogical constraints, contextual calibrations, and automated review cycles. Findings: Validated over one year across 8 modules and 28 project contexts in a Project-Based Learning environment, the architecture significantly reduced instructor workload. Generated assets underwent independent peer review and were deployed by six different faculty members, confirming scalability beyond a single author. Based on over 600 voluntary student evaluations, materials achieved high quality ratings from 8.5 to 9.9/10. Results indicate high reproducibility, minimized hallucinations, and sustained pedagogical and visual fidelity, suggesting viability for broad STEM educational applications.

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