Educational curricula are undergoing profound transformations driven by the digital revolution and the rapid evolution of Artificial Intelligence, necessitating a fundamental critical review of their structures and functions. The curriculum has transcended its traditional role as a mere organizational framework for content, evolving into a dynamic space for reconstructing the relationship between knowledge and learning. This paper investigates the interplay between digital transformation and the reshaping of educational curricula, while exploring the prospects and limitations of transitioning toward “Smart Curricula.” At its core, the study addresses a central problematic: Does the digital shift in education represent an epistemological break that reconstructs the curriculum, or is it merely a digital reproduction of conventional pedagogical models? To address this, the paper employs a critical -analytical method, examining contemporary educational literature to deconstruct the theoretical foundations of this shift. Its significance lies in deepening theoretical understanding of curricular evolution in the AI era, highlighting emerging pedagogical and ethical stakes. Ultimately, the paper concludes that digital transformation is not merely about the digitalization of content; it reflects a structural reconfiguration that demands flexible, learner-centered pedagogical approaches. Within the Moroccan context, the ambition to transition toward a “Smart Curriculum” necessitates moving beyond technical infrastructure toward building a national model that bridges global competencies with cultural identity. Such a path must be framed within a humanistic vision that ensures digital equity and safeguards human agency against algorithmic dominance.