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101Transmedia Pedagogy, multiple literacies, curricular innovation and transmedia curriculum.SUMMARYKEYWORDS10This article develops the concept of a transmedia curriculum as a response to the educational challenges posed by the emergence of artificial intelligence and the digital transformation of society. Based on a theoretical-conceptual investigation grounded in documentary analysis and experience in the Curricular Development area of the Ministry of Education of C%u00f3rdoba Province, it examines the relationship between Jurisdictional Curricular Designs (DCJ) and contemporary educational needs. The article draws on Hughes' theories of technological systems, Hui's concept of technodiversity, and Perkins' perspectives on distributed cognition to propose an innovative curricular approach. The results highlight the fundamental characteristics of a transmedia curriculum: its distributed, participatory, and multimodal nature; its ability to foster critical informational media literacy; and its potential to create more meaningful and contextualized learning experiences. It concludes that a transmedia curriculum not only prepares students to navigate effectively in a technologically mediated world but also promotes a deeper understanding of how digital tools shape the relationship with knowledge in contemporary society. The implications of this study are particularly relevant for updating curricular designs in C%u00f3rdoba's Educational System.