ARTIFICIAL INTELLIGENCE TECHNOLOGIES AND THEIR ROLE IN FOSTERING CREATIVE THINKING IN DESIGN EDUCATION
Hassan, M. (2025). ARTIFICIAL INTELLIGENCE TECHNOLOGIES AND THEIR ROLE IN FOSTERING CREATIVE THINKING IN DESIGN EDUCATION. EKB Journal Management System, 02(01), 287-304. doi: 10.21608/pijad.2025.437619
Mona Abd Elsalam Hassan. "ARTIFICIAL INTELLIGENCE TECHNOLOGIES AND THEIR ROLE IN FOSTERING CREATIVE THINKING IN DESIGN EDUCATION". EKB Journal Management System, 02, 01, 2025, 287-304. doi: 10.21608/pijad.2025.437619
Hassan, M. (2025). 'ARTIFICIAL INTELLIGENCE TECHNOLOGIES AND THEIR ROLE IN FOSTERING CREATIVE THINKING IN DESIGN EDUCATION', EKB Journal Management System, 02(01), pp. 287-304. doi: 10.21608/pijad.2025.437619
Hassan, M. ARTIFICIAL INTELLIGENCE TECHNOLOGIES AND THEIR ROLE IN FOSTERING CREATIVE THINKING IN DESIGN EDUCATION. EKB Journal Management System, 2025; 02(01): 287-304. doi: 10.21608/pijad.2025.437619

ARTIFICIAL INTELLIGENCE TECHNOLOGIES AND THEIR ROLE IN FOSTERING CREATIVE THINKING IN DESIGN EDUCATION

Pharos International Journal of Arts and Design
Article 22, Volume 02, Issue 01 - Serial Number 2, 2025, Page 287-304  XML PDF (1.26 MB)
Document Type: Original Article
DOI: 10.21608/pijad.2025.437619
View on SCiNiTO View on SCiNiTO
Author
Mona Abd Elsalam Hassan email
Helwan University, College of Applied Arts, Advertising Department, Cairo, Egypt.
Abstract
The integration of artificial intelligence (AI) into design education has become increasingly relevant, offering transformative opportunities to enhance creative thinking and innovation. While AI presents powerful tools for ideation and skill development, its role in fostering or constraining creativity remains an open question. This research investigates the impact of AI technologies on the creative capabilities of design students, addressing a critical gap in the structured application of AI within design curricula.
This study hypothesizes that AI can significantly enhance creative potential by enabling rapid ideation, expanding conceptual exploration, and automating repetitive design tasks. However, excessive dependence on AI without structured pedagogical guidance may hinder students’ critical thinking and originality. By examining AI’s dual role—both as a facilitator of innovation and as a potential constraint—this research aims to provide a balanced perspective on AI’s implications for design education.
A mixed-methods approach is employed, combining qualitative and quantitative data collection. Surveys and in-depth interviews with students and educators will assess perceptions of AI’s influence on creativity. Additionally, experimental case studies will analyze AI-driven design exercises to measure cognitive shifts in problem-solving and ideation. Statistical analysis will be conducted to quantify the extent to which AI enhances or inhibits creative thinking.
Expected findings suggest that AI can catalyze creative growth when integrated with structured educational frameworks, ensuring a synergy between human ingenuity and machine intelligence. The outcomes o f this study could inform the development of innovative pedagogical models that harness AI’s potential while preserving the fundamental aspects of human-centered creativity.
Keywords
Artificial Intelligence (AI); Creative Thinking; Design Education; Adaptive Design Thinking; Intellectual Fluency in Design; and Critical Thinking in Design
References
  1. Abdullahi Yusuf, N. P.‑G. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education,Springer.
  2. Ahmed Elgammal, B. L. (2017, June 23). CAN: Creative Adversarial Networks, Generating "Art" by Learning About Styles and Deviating from Style Norms. the eighth International Conference on ComputationalCreativity (ICCC).
  3. Alina Wheeler, R. M. (2024). Designing brand identity: A comprehensive guide to the world of brands and branding. Canada: John Wiley & Sons.
  4. Bahakim, P. T. (2024, 11 13- 11:05). Dean of the Faculty of Art and Design, MSA University, Egypt. (A. a. challenges, Interviewer)
  5. BULUT, Ş. (2024, 11 20- 12:40:40). Assist. Prof. PhD, Sivas Cumhuriyet University, Türkiye. (T. i. thinking., Interviewer)
  6. Dan Sun, A. B. (2024, February 22). Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study. International Journal of Educational Technology in Higher Education 21.
  7. Devishev, I. (2024 , 12 16- 13:11:57). Honored Artist of the Russian Federation. Docent, Sochi State University, Russia. (O. a. development, Interviewer)
  8. Díaz, J. G. (2024, 11 20- 5:50:26). Master in science and arts for design, Technological University of Durango, México. (A. a. challenges., Interviewer)
  9. Fedawy, H. (2024, 11 12-8:53 ). Professor of Design, Faculty of Fine Arts, Alexandria University, Egypt. (F. v. design, Interviewer)
  10. Gjorgji Strezoski, M. W. (2017, August ). OmniArt: Multi-task Deep Learning for Artistic Data Analysis. ResearchGate, pp. file:///C:/Users/hasan/Downloads/OmniArt_Multi-task_Deep_Learning_for_Artistic_Data.pdf.
  11. Hsiu-Mei Huang, U. R.-S. (2010, November ). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education ,Volume 55, Issue 3, pp. Pages 1171-1182.
  12. Idelbi, Y. (2024, September 24). Articial Intelligence Role in Advancing the Design Education Process. Research Square.
  13. Manjarrez, C. G. (2024 , 11 25- 8:58:35). CG Design Director, Professor at Creative Studies Faculty, Universidad Anáhuac. Campus Querétaro , México. (A. b. intelligence, Interviewer)
  14. Miura, H. (2024, 11 20- 7:49:47). Visiting Associate Professor ,Daido University, Japan. (T. i. thinking, Interviewer)
  15. Myung, K.-s. (2024 , 11 26- 13:04:59). Emeritus Professor , Konkuk University , South Korea . (F. v. design, Interviewer)
  16. Najmuldeen, R. S. (2024, 11 19, 16:59:26). University of Baghdad,Iraq. (A. b. intelligence, Interviewer)
  17. NEUMEIER, M. (2003). HOW TO BRIDGE THE DISTANCE BETWEEN BUSINESS STRATEGY AND DESIGN. New York, United States: THE AMERICAN INSTITUTE OF GRAPHIC ARTS.
  18. Roberto Verganti, L. V. (2020). Design in the Age of Artificial Intelligence. Harvard Business School, pp. 1-36.
  19. Salah, E. (2024, 12 21- 23:33:01). Doctor at the Higher Institute of Applied Art, Helwan University, EGYPT. (A. a. challenges, Interviewer)
  20. Saleem, M. (2024, 11 20- 14:03:25). Lecturer, SABS University of Art, Design and Heritages Jamshoro, Pakistan. (F. v. design, Interviewer)
  21. Shulman, K. ( November 16, 2023). The Creative Future of Generative AI. MIT panel charts how art and design will be impacted by Artificial Intelligence. Bartos Theater: Massachusetts Institute of Technology.
  22. Tołłoczko, Z. (2024, 11 20-2:03). Professor of Art Criticism, University of Karakow, Poland. (A. b. intelligence, Interviewer)
  23. (2022). Recommendation on the Ethics of Artificial Intelligence. the United Nations Educational, Scientific and Cultural Organization, .
  24. Ung, N. U. (2024, 11 19- 17:34:41). Head of Visual Communication Design Program ,Binus University Semarang Campus, Indonesia. (F. v. design, Interviewer)
  25. Yıldırım, E. (2022, December ). Art and Architecture: Theory, Practice and Experience,Chapter: 8 -Text-to-Image Generation A.I. in Architecture,(pp.97-120) Edition: 1. Lyon, France: Livre de Lyon.
  26. Ziv Epstein, A. H. ( 2023, Jun 7 ). Art and the science of generative AI: A deeper dive. Cornell university, Computer Science - Artificial Intelligence,Vol 380, Issue 6650, pp. pp. 1110-1111.
Statistics
Article View: 165
PDF Download: 90