This paper explores how the 12 CDIO Core Standards can continue to be used to guide curriculum design or redesign in the advent of generative artificial intelligence (GenAI) which use had been impacting the educational sector flaming expectations and raising concerns. The paper first gives a brief outline of the use of GenAI in teaching and learning, in particular the concern over their use in assessment. Concerns over excessive dependence of GenAI use in teaching and learning are also discussed. The paper then goes into detailed discussions of the plausible use of GenAI in each CDIO Standard. The analysis is based on the premise that all required input for machine learning are available and curated in the format appropriate for creation of customized GenAI. While this is likely not reflective of status of most institutions, the purpose is to expose faculty to the possibility of GenAI in addressing the needs of a given standard. Taking each standard in turn, areas where GenAI can be used to improve faculty efficiency and effectiveness when applying the standard are discussed, and published work is referenced if available. This is followed by highlights of areas where faculty review of GenAI responses are deemed necessary to maintain human-in-the-loop oversight. Use of GenAI in learning assessment in particular, in given a “light touch” given the on-going debate over the legitimate use of the technologies in providing genuine representation of student learning. This paper identify 4 key areas where use of GenAI, in its current state of technologies advanced as they may be – can still pose significant challenges if used for curriculum design or redesign Key takeaways from this paper is that the author does not recommend the use of GenAI in designing CDIO-type integrated curriculum and in performing self-evaluation for CDIO program evaluation. These 2 aspects should decidedly remain a human endeavor.
