The pandemic-induced pivot to online learning was expected by many to foster a broader and deeper integration of digital technologies and online pedagogies in education. However, this opportunity was largely missed as many educators reverted to the comfort and familiarity of traditional practices after the crisis. This paper contends that the advent of generative artificial intelligence (GAI) poses a challenge and opportunity for rethinking and transforming our educational approaches, especially in the domain of curriculum design. Drawing on the concepts of liquid modernity, social acceleration, and VUCA (volatility, uncertainty, complexity, and ambiguity), the paper argues that we need to adopt a “Liquid Curriculum” that is responsive to the changing social, cultural, and economic conditions of the present era and the entangled relations of context, content, and pedagogy. The paper also discusses how generative AI’s capabilities to emulate human writing, art, and creativity require an essential reimagining of education. Moreover, the paper explores how a liquid curriculum can empower students to have agency and voice in their learning, as it allows them to co-create and adapt the curriculum to their interests, needs, and goals. The paper draws on existing literature and case studies to illustrate the benefits of a liquid curriculum.
Mark Curcher