Educating for the Unknown: ICT Curricula in a Rapidly Shifting Software Future

Abstract

The rapid transformation of software development—driven by generative AI, AI-augmented workflows, low-code/no-code environments, and the early emergence of quantum computation—challenges the structural stability of ICT curricula. As introductory programming tasks become increasingly automatable, traditional curriculum models risk reactive reform rather than systematic adaptation.This paper proposes a layered curriculum architecture designed to support resilience under conditions of paradigm-level technological uncertainty. Grounded in prior research on AI-assisted programming and LCNC-based CDIO integration, and informed by institutional curriculum mapping within ICT degree programs, the study develops a four-layer educational ecosystem model. The model integrates foundational programming competencies, structured AI-augmented workflows, experimental studio-based environments, and introductory quantum literacy modules.Rather than organizing curricula around specific tools, the framework emphasizes modularity, paradigm agility, and durable cognitive skills such as abstraction, verification, and metacognitive awareness. The proposed architecture enables incremental innovation through pilot modules while preserving long-term structural coherence.By shifting the focus from technology prediction to systematic adaptability, the paper contributes a design-oriented model for future-resilient ICT education.

Keywords: AI-assisted Coding, Vibe Coding, Quantum Computation, ICT Curriculum Design, Pedagogical Sustainability, Curriculum Innovation, Adaptive Learning, Future Skills

DOI: 10.54941/ahfe1007611