Curriculum-as-Research

Curriculum-as-research theory uses instructional materials and pedagogical practices as main data sources that can be analyzed to improve teaching and learning. Unlike traditional research that studies curriculum impact from outside the classroom, curriculum-as-research places inquiry directly into the design process. McKenney and Reeves (2018) describe educational design research as closely aligned with this approach, emphasizing iterative cycles of implementation, evaluation, and revision in educational settings. However, design-based research often focuses on specific learning outcomes rather than examining the curriculum as a whole.

Documentation and analysis of curriculum artifacts, such as syllabi, lesson plans, slide deck and module revisions, created a living record of instructional decisions.

Observational work in STEM education showed how this approach looks in practice. Burrows et al. (2018), used iterative, participatory design with teachers to build a problem-based STEM curriculum for young children and found that teacher involvement increased both confidence and long-term use of the materials. Wendell et al. (2021) used design-based research over three years to develop an integrated technology design unit, documenting how it changed across iterations and identifying design strategies that supported students' participation in science, engineering, and computational thinking practices.

Although these studies showed the value of treating curriculum as research in STEM settings, they rarely focused on rapidly changing technological fields. The speed of GenAI development, combined with the need for flexible curricula, calls for new approaches that combine ongoing tracking of emerging tools with careful, detailed documentation of curriculum changes.