Purpose: This study investigates how generative AI models (ChatGPT, Claude and Gemini) can be systematically integrated into curriculum design using Hilda Taba's inductive model. Addressing Sustainable Development Goal 4 (SDG 4), it introduces the EduCompass framework to enhance inclusivity and instructional quality. Design/methodology/approach: A structured needs assessment with MBA students identified skill gaps in analytics and AI ethics. Deep research prompts were fed into ChatGPT, Claude and Gemini to generate curriculum components. Outputs were evaluated on accuracy, relevance and clarity by academic experts and analyzed for readability (Flesch-Kincaid), semantic similarity (cosine) and statistical significance (ANOVA). Findings: ChatGPT produced the most readable and pedagogically sound content, followed by Gemini and Claude. ChatGPT also received the highest expert ratings for clarity, accuracy and relevance, with significant differences confirmed via ANOVA. Cosine similarity showed the highest conceptual overlap between ChatGPT and Gemini. Originality/value: This is a study to empirically compare AI-generated curricula across multiple LLMs within a classical curriculum framework. EduCompass offers a replicable model for AI-enhanced, SDG-aligned curriculum design in higher education.