OICC Press Journal of Education Experiences 3060-6535 9 2 2026 12 31 Design a Curriculum Model for Artificial Intelligence (AI) Literacy for Student Teachers at Farhangian University 10.57647/jee.2026.0902.18 EN Leila Razi Department of Curriculum Planning, Lam.C. Islamic Azad University, Lamerd, Iran Sedigheh Mohamadjani Department of Educational Sciences, Shi.C. Islamic Azad University, Shiraz, Iran Sepideh Safarpoor Department of Educational Sciences, Lam.C. Islamic Azad University, Lamerd, Iran Aliasghar Mashinchi Department of Educational Sciences, Lam.C. Islamic Azad University, Lamerd, Iran Journal Article 2026 12 31 The purpose of this study was to design a curriculum model for artificial intelligence (AI) literacy for student teachers at Farhangian University. A qualitative approach and meta-synthesis method were adopted. The research corpus consisted of articles from reputable journals and theses on AI literacy curricula for student teachers, using qualitative or mixed methods, published between 2015 and 2025. Purposeful sampling was employed. Inclusion criteria included thematic relevance, inclusion of research keywords, methodological quality, and data comprehensiveness. Following the PRISMA checklist and a two-stage screening process, 36 studies meeting over 80% of the criteria were included. Data analysis was conducted using Attride-Stirling thematic network method with MAXQDA 24 software. Trustworthiness was ensured through researcher self-review, data triangulation, and Cohen’s kappa coefficient. A total of 175 basic themes, 37 organizing themes, and 10 global themes were identified as curriculum components: Curriculum Rationale, Objectives, Content, Instructor’s Role, Teaching-Learning Activities, Time, Place and Space, Materials and Resources, Learner Characteristics, and Assessment and Evaluation. Given the model’s comprehensiveness, it can serve as a foundational framework for AI literacy curricula for student teachers at Farhangian University.