The digital transformation of education has ushered in an era defined by unprecedented access to data, artificial intelligence, and learning analytics. In this new paradigm, curriculum design must evolve from static frameworks to dynamic, adaptive, and data-informed systems that respond intelligently to learner diversity and environmental change. This chapter explores how Big Data reshapes curriculum theory and practice across educational contexts, emphasising the integration of technological innovation with humanistic values. It analyses emerging models of smart learning environments, interdisciplinary competency frameworks, and institutional reforms that align curriculum with the needs of data-driven economies. The discussion highlights how data analytics can enhance precision teaching, personalise learning, and optimise quality assurance, while also addressing the ethical, emotional, and philosophical dimensions of education. The chapter concludes by proposing a human-centred Big Data curriculum framework that unites evidence-based decision-making with empathy, mindfulness, and social responsibility. In doing so, it redefines curriculum not merely as a repository of knowledge but as a living ecosystem of adaptive intelligence and moral consciousness. This synthesis offers a vision of education where technology and humanity coexist symbiotically—preparing learners to thrive in a data-saturated world without losing sight of the human spirit.
Dwivedi et al. (2026) studied this question.