this study aimed to conduct a comparative and critical analysis of the evolution of technology-related course syllabi at Farhangian University over the past decade. Adopting a qualitative design with a document analysis approach and a multiple comparative case study strategy, the research examined 14 official syllabi—comprising pre-revision versions from the 2010s and revised versions from 2021–2024—purposefully selected from seven academic programs (Elementary Education, Guidance and Counseling, English Language, Geography, Arabic Language, Physical Education, and Special Education). Data were analyzed using deductive content analysis based on the five curriculum elements: objectives, content, learning activities, assessment, and resources. The findings revealed that the earlier structure (2010s), characterized by a three-tiered, theoretically spiral model built on six competency components, has shifted to a dual model comprising a general course titled Application of Technology and a specialized technology-related course. This revision successfully addressed previous weaknesses, such as superficial generalization and serious cross-disciplinary plagiarism, while deepening discipline-specific content—for instance, computer-assisted language learning in English programs and gamification in elementary education. However, the transformation introduced new challenges: (1) content overload and impractical breadth in the general technology application course, and (2) the complete absence of artificial intelligence–related concepts across all revised syllabi. Although the new framework has moved the curriculum toward practical production and specialization, its neglect of foundational technological developments (such as AI) and focus on numerous tools rather than sustainable competencies have produced syllabi that are, paradoxically, outdated at inception.