Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

Analyzing Artificial Intelligence Education Programs for Upper Primary School Students: A Scoping Review

Document Type : Original Article

Authors
1 Department of Educational Psychology, Faculty of Education and Psychology. Alzahra University. Tehran. Iran
2 Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
3 Department of Methods and Curriculum Planning,. Faculty of Psychology and Education,. University of Tehran., Tehran. Iran.
4 Department of Control, Faculty of Electrical and Computer Engineering, Amirkabir University of Technology, Tehran, Iran
Abstract
The present study aimed to examine artificial intelligence (AI) education programs for upper primary school students through a scoping review based on the PRISMA-SCR guidelines. Analysis of 45 selected studies published between 2018 and 2024 revealed that the volume of research in 2024 was more than twice that of 2023. The findings indicated that AI education programs were mainly designed with the general goal of enhancing students’ AI literacy, and in some cases with a focus on strengthening understanding of AI applications, machine learning, AI ethics, or addressing misconceptions about AI. Four main content domains of the programs were identified: fundamental AI knowledge, practical applications, human–AI interaction, and ethical considerations. Collaborative learning and experiential learning emerged as the predominant instructional approaches, and a variety of quantitative and qualitative tools were used for data collection. Furthermore, adapting content to cultural–linguistic contexts and addressing gender differences were identified as key challenges in AI education.
Keywords

Subjects


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  • Receive Date 14 February 2025
  • Revise Date 10 August 2025
  • Accept Date 03 September 2025