Closing synthesis

Framing GenAI as a black swan technology, this dissertation has argued and shown that curriculum-as-research, modular course design, and co-created learning communities offer a practical way to keep teaching aligned with both rapid technological change and diverse learner contexts. By treating the Introduction to GenAI course as a living curriculum, revised in real time with input from course evaluation feedback and informed by theory, the project demonstrates that educators do not have to choose between stability and responsiveness. Instead, they can build courses that are stable in their core principles and values, yet flexible in their tools, examples, and activities. The curriculum aims to support learners not only in using today's GenAI tools but also in approaching whatever disruptive technologies appear next; testing whether the curriculum delivers that broader adaptability is a question for follow-up research with IRB-reviewed protocols measuring student-level outcomes.