The rapid integration of Artificial Intelligence (AI) into education and industry demands a transformative approach to teaching design courses at the high school level. This paper presents an innovative curriculum framework that combines the use of AI tools and Project-Based Learning (PBL), alongside Design Thinking, Computational Thinking, and Universal Design for Learning (UDL), to foster critical thinking, collaboration, and interdisciplinary exploration in an inclusive environment. This curriculum aims to empower 21st-century learners with essential skills, mindsets, and the agency to take ownership of their learning, engaging meaningfully in real-world problem-solving and innovation challenges, responding to evolving educational needs in a technology-driven world.

In this model, AI is integrated into the curriculum as both a tool for creative problem-solving and a subject of study. Students develop technical proficiency by applying AI within the design process and learn to critically evaluate its ethical and societal implications, fostering both innovation and deeper understanding of its impact and transformative potential.

The framework’s foundation lies in PBL, where students work collaboratively on real-world challenges, applying Design Thinking and Computational Thinking strategies. Design Thinking emphasizes user-centered research and iterative prototyping, while Computational Thinking develops skills in problem decomposition, pattern recognition, and algorithmic reasoning. Together, these methods empower students to drive their own learning and encourage innovative problem-solving and the development of critical thinking.

Assessment prioritizes process over outcomes, with rubrics evaluating students’ ability to collaborate effectively, refine solutions iteratively, and communicate the reasoning behind their design. Each student curates their own digital portfolio to document reflections on their learning experiences, helping develop metacognitive skills and a deeper understanding of the concepts and processes. These practices not only encourage reflective learning but also strengthen students' sense of ownership over their educational progress and help develop critical competencies necessary for success in the modern workforce.

This comprehensive curriculum framework promotes holistic student development, emphasizing interdisciplinary learning by connecting design with technology, science, and humanities to prepare students to thrive in real-world environments. Embedded Universal Design for Learning (UDL) principles further support diverse learning styles, ensuring inclusivity and equity for all learners.

While initially focused on the design subject area, the curriculum’s foundational principles seek to offer a scalable model for preparing high school students to tackle evolving global challenges. This paper highlights the implementation, outcomes, and potential for broader application of a curriculum framework rooted in AI and PBL. It encourages educators and policymakers to reimagine education as an interdisciplinary, AI-driven process preparing students for a technology-driven future.

Keywords: AI in Education, Project-Based Learning, Design Thinking, Computational Thinking, Inclusive Learning, Interdisciplinary Curriculum.