Iranian Journal of Curriculum Studies

Iranian Journal of Curriculum Studies

Investigating Factors Affecting Culture Building and Acceptance of Artificial Intelligence in the Process of Enriching Engineering Curricula with a Thematic Analysis Approach

Document Type : Original Article

Authors
mohammad mahmoodi 1
meysam gholampoor 2
1 PhD in Curriculum Studies, University of Birjand, Birjand, Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Human Sciences, Hakim Sabzevari University, Sabzevar, Iran
10.22034/jcs.2026.546554.2497
Abstract
The aim of this study was to explore factors influencing culture building and acceptance of artificial intelligence in enriching engineering curricula from the perspectives of key stakeholders. Using a qualitative approach and thematic analysis, 19 participants (8 senior faculty, 5 department directors, and 6 graduate students) were selected through criterion-based purposive sampling. Data were collected via semi-structured interviews and analyzed through a three-stage thematization process. Lincoln and Guba’s four criteria ensured trustworthiness of findings. The results revealed five overarching themes: (1) leadership and policy-making for digital engineering (roadmaps, strategic investments, risk management, and ethical frameworks); (2) strengthening faculty capacities (AI literacy, pedagogical beliefs, and perception of opportunities and threats); (3) pedagogical and curricular transformation (AI integration in computational and simulation courses, focus on problem formulation, and digital assessment methods); (4) infrastructure and support systems (digital labs, data repositories, and multidisciplinary support ecosystems). The study provides a conceptual and practical framework for higher education policymakers and administrators to effectively integrate AI, thereby enhancing the quality of engineering education in the digital era.
Keywords
Artificial Intelligence Culture
Technology Adoption
Engineering Education
Curriculum Enrichment

Subjects

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  • Receive Date 14 September 2025
  • Revise Date 25 December 2025
  • Accept Date 05 January 2026