Artificial intelligence is increasingly shaping curriculum design in higher education through applications such as personalisation, automation, learning analytics, and generative tools. Existing debates have largely focused on technical capability and efficiency, but these perspectives do not fully explain how AI is interpreted and enacted within curriculum practice. This paper addresses this limitation by developing the concept of an emotional ecology of AI in curriculum design. Drawing on a conceptual research design supported by narrative literature synthesis, the paper integrates scholarship across AI in education, learning analytics, curriculum studies, sociotechnical theory, and AI ethics. It argues that AI integration is not a purely technical process, but one mediated by interdependent emotional, ethical, institutional, and technological conditions. Emotional responses such as trust, anxiety, confidence, and scepticism are understood not as secondary effects but as active conditions that shape how AI is interpreted, legitimised, and used in curriculum work. The paper makes three contributions. First, it introduces emotional ecology as a framework for analysing AI in curriculum design. Second, it integrates bodies of scholarship that are often treated separately into a more coherent account. Third, it reframes AI as part of a relational educational system rather than as a neutral tool or isolated innovation. The paper concludes that sustainable and ethically informed AI integration depends on sustained attention to educational values, professional judgement, emotional conditions, and institutional support, offering a framework for more reflective and responsible curriculum development in higher education. Key Words: Artificial Intelligence in Education; Curriculum Design; Emotional Ecology; Learning Analytics; AI Ethics
Krisanya Pillay (Tue,) studied this question.