Artificial intelligence (AI) refers to the theory and development of computer systems capable of performing tasks that normally require human intelligence. This revolutionary technology holds immense potential in multiple domains, including the development of educational curricula. This article has explored the impact of AI on curriculum development in global higher education institutions, analyzing data from 2,000 faculty and student respondents, across five continents: North America, Europe, Asia, Africa, and Latin America, using a logistic regression model. The study found that frequent use of AI, the extent of the faculty knowledge, institution support to faculty, and the future expectation about AI are promoting curriculum development. Furthermore, the effectiveness of AI-driven tools in personalizing learning experiences, enhancing student engagement, identifying and addressing individual needs, providing real-time feedback, improving the quality of teaching and learning materials, and promoting critical thinking and problem-solving skills is driving curriculum development. Moreover, the challenges limiting AI integration in curriculum development include its ability to personalize learning, adapt content based on student needs, ethical concerns, and hesitations in recommending AI use to other educational institutions. Besides, with respect to cultural and educational contexts in AI-powered tools, the integration of AI in global higher education curriculum development is hindered by its inability to align with and navigate the complexities of these contexts. In addition, educators' and leaders' perceptions and attitudes also influence AI's role in curriculum development. Factors such as AI's ability to create personalized learning experiences, familiarity with current AI tools, its effectiveness in identifying student learning gaps, willingness to undergo training and professional development, and its capacity to address biases in curriculum content stimulate development yet also present limitations. Importantly, our findings indicate that, while AI has enormous potential to revolutionize curriculum development, strategic approaches and policies are required to overcome the identified issues and improve AI integration in varied educational settings.