Digital Public Infrastructures (DPIs) holds the potential to fundamentally transform both public and private service delivery; however, their full impact has yet to be realized. For the full impact of DPI systems to be exploited, practitioners must be equipped with an interdisciplinary understanding of how these systems can transform societal service delivery. Traditional educational curricula often fall short in adequately preparing professionals for this transition, as existing curricula have not been sufficiently adapted to reflect the complexities of current societal needs, thus, the necessity for a modern approach to the curriculum design process. This paper outlines the development process of curricula for two training programs that integrated Large Language Models (LLMs) as an assistive tool, to map out relevant, evidence-based and pedagogically sound educational content. We propose an LLM-augmented framework that could serve as a reference model for incorporating LLMs into the curriculum design process. Our work aims to support educators and policymakers responsible for curriculum development in higher education institutions.