{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,20]],"date-time":"2026-07-20T16:48:48Z","timestamp":1784566128148,"version":"3.55.0"},"reference-count":36,"publisher":"MDPI AG","issue":"14","license":[{"start":{"date-parts":[[2020,7,10]],"date-time":"2020-07-10T00:00:00Z","timestamp":1594339200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Sustainability"],"abstract":"<jats:p>The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools\u2019 teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches\u2014content, product, process and praxis\u2014as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers\u2014twelve with and twelve without experience in teaching AI\u2014and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers\u2019 self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.<\/jats:p>","DOI":"10.3390\/su12145568","type":"journal-article","created":{"date-parts":[[2020,7,14]],"date-time":"2020-07-14T09:30:49Z","timestamp":1594719049000},"page":"5568","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":362,"title":["Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective"],"prefix":"10.3390","volume":"12","author":[{"given":"Thomas K.F.","family":"Chiu","sequence":"first","affiliation":[{"name":"Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong, Hong Kong, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ching-sing","family":"Chai","sequence":"additional","affiliation":[{"name":"Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong, Hong Kong, China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2020,7,10]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"39","DOI":"10.1186\/s41239-019-0171-0","article-title":"Systematic review of research on artificial intelligence applications in higher education\u2013where are the educators?","volume":"16","author":"Bond","year":"2019","journal-title":"Int. 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