This chapter explores how curriculum development can be leveraged to advance digital equity in education by integrating artificial intelligence (AI), ethical reasoning, and critical thinking. The objective is to examine how inclusive, student-centered, and problem-based learning strategies can prepare both educators and students to navigate the evolving digital landscape responsibly and effectively. Using a qualitative research design, data were collected through semi-structured interviews with faculty members across diverse educational settings. The adapted Faculty’s Information and Communication Technology Access (FICTA) instrument was employed to assess faculty readiness and engagement with AI tools across four dimensions: access, skills, usage, and motivation. Thematic analysis of the data revealed key barriers—such as institutional constraints and digital skill gaps—as well as enablers like professional curiosity and peer collaboration. The findings underscore the importance of targeted professional development, equitable infrastructure, and clear policy guidance. The chapter concludes that curriculum development is a powerful lever for fostering digital equity and that empowering educators is essential to building inclusive, future-ready learning environments. These insights have broad implications for educational policy, institutional planning, and the ethical integration of emerging technologies in teaching and learning.

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