This study employed a systematic review methodology to analyze the transformative impacts of generative artificial intelligence on the future of educational systems and curricula. Through searches in reputable domestic and international databases, including Science Direct, Scopus, Google Scholar, Noormags, and Magiran, using relevant keywords from 2015 to mid-2025, 530 articles were initially identified. Ultimately, 48 articles met the screening criteria and were analyzed using thematic coding. The findings, organized into 4 main components and 19 sub-components, reveal that generative AI, acting as an intelligent design partner, facilitates the creation of dynamic, personalized, and responsive curricula. Simultaneously, it shifts the role of teachers towards facilitation, learning experience design, and the cultivation of human skills. Alongside these unprecedented opportunities, profound challenges—including algorithmic bias, ethical considerations and privacy concerns, the digital divide, and the necessity for substantial teacher retraining—pose serious questions for the implementation path of this technology. It is concluded that the future of curricula hinges on an intelligent synergy between the specialized judgment of teachers and the generative capabilities of AI—a realization that necessitates investment in data infrastructure, the development of robust ethical frameworks, and the design of professional development programs for teachers.