Building an AI-Driven Spanish Curriculum to Enhance Reading, Writing Proficiency, and Critical Thinking Ability of Chinese University Students

Abstract

This study develops and validates an AI-driven Spanish reading and writing curriculum aimed at enhancing Chinese university students’ linguistic proficiency and critical thinking ability. Guided by the AI-Driven Learning (AIDL) model established in this research, the curriculum systematically integrates AI into pre-class, in-class, and post-class stages to promote personalized learning, multimodal engagement, and continuous feedback. The development of the curriculum involves expert review and content validation to ensure theoretical consistency and pedagogical feasibility. Five experts in Spanish language education and curriculum design evaluate the course objectives, content, methods, activities, and assessments. The results yield a high content validity index (S-CVI = .96), confirming the curriculum’s coherence, clarity, and alignment with CEFR B1-level descriptors. The study demonstrates how AI can function as an instructional facilitator at the curriculum level, providing a structured framework for the integration of artificial intelligence in Spanish language education. These findings offer practical guidance for future curriculum innovation and AI-driven language pedagogy in higher education.