The present study was applied in terms of its purpose and qualitative in terms of its nature and data collection method, of the meta-synthesis type. The research field included scientific articles published in the period from 2017 to 2026 in reputable domestic and international databases. The sources were systematically searched using relevant Persian and English keywords and screened based on criteria such as thematic relevance, scientific validity, access to full text, and information richness. Purposive sampling was conducted until theoretical saturation was achieved, resulting in the selection of 43 articles for analysis. Data were extracted through a systematic review and analysis of the full texts and organized using content analysis into three levels of themes: basic, organizing, and comprehensive.To ensure the trustworthinessof the findings, Guba and Lincoln's four criteria including believability, reliability, verifiability, and transferability were used. Overall, the findings indicate that teacher agency in response to paradigmatic changes in curricula in the age of artificial intelligence encompasses five dimensions: digital, personalized, transformative, adaptive, and motivational curricula.