Advancing SDG-4 through AI and STEAM-Integrated Curriculum for Inclusive Medical Education: A Scoping Review Proposing the INSPIRE Model

The fourth United Nations Sustainable Development Goal (SDG-4) seeks to ensure inclusive and equitable quality education and pursue lifelong learning opportunities for everyone. In medical education, the incorporation of Artificial Intelligence (AI) and Science, Technology, Engineering, Arts, and Mathematics (STEAM) has transformational potential in realising these objectives through creating inclusive, innovative, and adaptive learning spaces. This scoping review considers the use of AI and STEAM-based curriculum design and assessment to further SDG-4 within medical education for the purposes of enhancing inclusivity, scalability, and ethical practice. Adopting the PRISMA-ScR guidelines, researchers systematically charted peer-reviewed literature obtained from PubMed, Scopus, and Web of Science. 50 studies were identified, with prominent themes being: AI-oriented personalised learning, STEAM-based interdisciplinary education, and issues such as ethical dilemmas, digital divides, and curriculum congestion. The review uncovers a significant absence of standard frameworks to implement AI and suggests the INSPIRE Model (Inclusive, Nimble, Scalable, Personalised, Interprofessional, Reflective, and Ethical) as a new framework to fill these gaps. The INSPIRE Model uses AI-powered technologies, including intelligent tutoring systems and real-time analytics, in conjunction with STEAM principles to produce adaptive, modular curricula that address the needs of various types of learners, including those in low-resource environments. It advocates for ethical use of AI, Interprofessional collaboration, and AI literacy in order to equip medical students for an AI-enhanced healthcare future. Evidence shows that integration of AI and STEAM can promote access to quality education, narrow gaps, and drive critical thinking, in line with SDG-4 goals. Yet, access impediments such as scarce infrastructure and faculty development call for specific interventions like international partnerships and scalable digital tools. The INSPIRE Model provides a blueprint for stakeholders to integrate inclusive, sustainable systems of medical education. Subsequent studies should aim to pilot-test the model and assess its long-term effect on educational equity as well as on health outcomes, while being guided by SDG-4's vision of lifelong learning for all.