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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Zubaida Ahad
University of Kashmir
Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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AI in Curriculum Design: Data-Driven Insights for Optimizing Educational Content Delivery Zubaida Ahad
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 3 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i3.2781

Abstract

The advent of Artificial Intelligence (AI) in curriculum design has revolutionized educational paradigms, fostering an era of adaptive, data-driven content delivery. Traditional pedagogical frameworks, often rigid and non-responsive to dynamic learning needs, are being supplanted by AI-driven methodologies that enhance instructional efficacy, personalize learning experiences, and optimize assessment mechanisms. This study critically examines the integration of AI in curriculum development, elucidating its transformative potential in higher education. Through the deployment of machine learning algorithms, predictive analytics, and natural language processing, AI facilitates tailored educational pathways, ensuring alignment with diverse cognitive capabilities and learning trajectories. Empirical analysis underscores a substantial augmentation in student engagement, knowledge retention, and academic performance, attributed to AI-enhanced adaptive learning platforms. Moreover, AI-driven assessment tools, including automated grading systems and intelligent tutoring mechanisms, mitigate biases and streamline evaluation processes, fostering a more objective and equitable academic environment. While AI’s incursion into education heralds unprecedented advancements, it concurrently raises ethical concerns, particularly regarding data privacy, algorithmic bias, and the potential erosion of human pedagogical roles. This paper delineates these challenges while advocating for a balanced synergy between AI innovation and human expertise. As AI continues to recalibrate educational landscapes, its judicious implementation promises to engender a paradigm shift, redefining curriculum design through intelligent automation, real-time analytics, and personalized pedagogy. The findings of this research contribute to the evolving discourse on AI’s role in academia, emphasizing its capacity to refine educational efficacy while maintaining inclusivity and pedagogical integrity.
Reviving Gandhian Educational Principles through Local Artisanal Practices: A Case Study of Vocational Learning in Baramulla, Jammu and Kashmir, India Zubaida Ahad
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 3 (2025)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i3.2942

Abstract

This study explores the integration of Gandhian educational principles within the artisanal practices of Baramulla, a culturally rich district in Jammu and Kashmir, India. Grounded in the Nai Talim philosophy, which emphasizes the synthesis of productive manual labor with intellectual growth, this research investigates 15 diverse artisan-led units, including handloom weavers, potters, blacksmiths, and herbal medicine preparers. These units, deeply embedded in local economies and cultural traditions, serve as organic learning environments where skills are transmitted through observation, repetition, and intergenerational mentorship. Adopting a participatory ethnographic methodology, the study utilized immersive fieldwork, unstructured interviews, and skill mapping to capture the nuanced processes of knowledge transfer and resource utilization. The findings reveal that these artisanal units exemplify Gandhian ideals such as self-reliance, ecological sustainability, and dignity of labor, while simultaneously addressing contemporary challenges like youth unemployment, rural depopulation, and economic marginalization. However, the research also identifies critical barriers, including the lack of formal recognition, inadequate financial support, and disconnect from mainstream educational frameworks, which hinder the full potential of these traditional knowledge systems. In the context of the National Education Policy (NEP) 2020, which calls for experiential learning and vocational education, this study argues for the systemic integration of such artisanal practices into formal curricula. By doing so, it envisions a transformative educational model that not only preserves cultural heritage but also promotes sustainable development, social equity, and community resilience.
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