Objective: The rapid integration of artificial intelligence (AI) into education is transforming the conventional responsibilities and competency requirements of curriculum planners. This study identified and explained the emerging dimensions of the curriculum planner's role in the age of AI and developed a conceptual framework for designing intelligent learning ecosystems.

Method: A qualitative meta-synthesis was conducted on studies concerning AI and curriculum planning published from 2023 to 2025. Following searches of international and Persian-language databases and the application of eligibility criteria, 71 studies (53 international and 18 Persian-language sources) were included. Study selection followed PRISMA 2020, methodological quality was appraised using Joanna Briggs Institute checklists, and the evidence was analyzed through directed qualitative content analysis in MAXQDA 2022.

Results: Five interrelated role dimensions emerged: learning data analyst (86.8%), human-AI collaboration designer (83.0%), ethical regulator of the learning ecosystem (79.2%), adaptive curriculum designer (75.5%), and technological ecosystem architect (67.9%). Data literacy, AI ethics, and learning architecture were the highest-priority competencies. Inadequate technological infrastructure, limited digital competence, and the absence of transparent ethical and legal frameworks were the principal implementation barriers.

Conclusions: The curriculum planner is shifting from a content developer to an architect, analyst, and steward of intelligent learning ecosystems. This transition requires the redesign of curriculum-planning preparation programs, systematic development of AI literacy, and supportive policies for responsible educational uses of intelligent technologies.