Large Language Models (LLMs) based on artificial intelligence, specifically Generative Pre-Trained Transformers (GPTs), have experienced an upswing since the publication of ChatGPT in 2022. Numerous studies and stakeholders have already investigated the application of ChatGPT within the educational sector. However, the diversity of the settings studied, and the methods used have led to heterogeneous results and unstructured existing insights. Therefore, the objective of this paper is to examine and consolidate literature focusing on the use of ChatGPT for curriculum design.
We searched two electronic databases, Clarivate Web of Science and EBSCO, to screen for journal articles or reviews published until February 2024 using a pre-determined syntax. From the list of results, two independent reviewers selected relevant literature. In total, twenty-four articles were selected and reviewed in detail.
Our findings indicate that ChatGPT is used for curriculum design in various educational fields. It supports educators in generating learning activities, content, and creating assessments. Using ChatGPT for curriculum design shows benefits, such as resource savings, but also challenges, such as the output quality, highlighting the crucial role of educators in output revision.
Further research should focus on empirical determination of output quality and the comparison of different techniques to determine effective ways of using ChatGPT for curriculum design.

Authors:
Michelle Celine Jörgens, August-Wilhelm Scheer Institut gGmbH, Germany
Florian Beier, August-Wilhelm Scheer Institut gGmbH, Germany
Sebastian Kreibich, August-Wilhelm Scheer Institut gGmbH, Germany
Dirk Werth, August-Wilhelm Scheer Institut gGmbH, Germany

About the Presenter(s)
Ms Michelle Celine Jörgens is a Business Employee at August-Wilhelm Scheer Institut in Germany

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