The Future of Education
Diagnosing AI Adoption among Arts and Multimedia Students: Insights from Viseu School of Education, Portugal
Marlene Ribeiro, Polytechnic Institute of Viseu, School of Education; ID+ Research Institute for Design, Media and Culture, University of Aveiro (Portugal)
Paula Azevedo Rodrigues, Polytechnic Institute of Viseu, School of Education; CI&DEI Center for Studies in Education and Innovation (Portugal)
Catarina Carneiro de Sousa, Polytechnic Institute of Viseu, School of Education; CI&DEI Center for Studies in Education and Innovation (Portugal)
Sofia Figueiredo, Polytechnic Institute of Viseu, School of Education; CI&DEI Center for Studies in Education and Innovation (Portugal)
Abstract
The rapid integration of generative artificial intelligence (AI), particularly within artistic practices understood as co-creative systems, challenges established pedagogical paradigms [1] and reinforces transformations associated with the post-digital condition [2]. Ethical concerns persist regarding originality, authorship, and the reconfiguration of creative labour [3]. At the level of international policy, both the EU AI Act [4] and the OECD Digital Education Outlook [5] emphasise responsible AI integration in education, highlighting transparency, risk management, and the development of AI literacy as strategic priorities for higher education institutions.
This paper presents an exploratory diagnosis of AI adoption among students enrolled in the Arts and Multimedia degree at the Viseu School of Education, Portugal. Drawing on survey data collected in October 2025 (n=90), the study analyses usage patterns, domains of application, levels of confidence,
and student perceptions regarding AI tools. Results indicate that the majority of students integrate AI into their academic work, with pronounced use in textual theoretical support, code generation, and the resolution of technical challenges related to image, sound, and video editing. Participants report
moderate confidence in selecting appropriate platforms and acknowledge that AI use is not entirely intuitive, revealing a strong perceived need for further preparation and guidance in this domain.
In the context of contemporary research on AI in higher education [6] and current international regulatory frameworks, this study argues that the integration of AI in arts education cannot be guided solely by technological trends. The definition of effective pedagogical strategies must be grounded in a situated understanding of student practices and perceptions in order to support informed and contextualised reflection. Working with students, acknowledging their perceptions and actual uses of AI thus emerges as a strategic instrument for aligning technological innovation, ethical responsibility, educational mission, and AI literacy within contemporary arts education.
Keywords: Artificial Intelligence; Creativity; Fine Artes; Multimedia; Higher Education
REFERENCES
[1] Fleischmann, K. (2024). Generative Artificial Intelligence in Graphic Design Education: A Student Perspective. Canadian Journal of Learning and
Technology, 50(1). https://doi.org/10.21432/cjlt28618
[2] Conrad, D., Leijsen, R. van, & Héritier, D. (2021). Graphic design in the postdigital age: a survey of practices fuelled by creative coding. Onomatopee & HEAD – Genève (HES-SO).
[3] Siagian, R. L., Aisyah, S., Marbun, E. Z., Saitapy, M., & Febriani
Banjarnahor, Y. (2024). Analysis of the Impact of Artificial Intelligence
Technology on Art Elements and Originality Aspects of Graphic Design State
Polytechnic of Creative Media. International Journal of Information System &
Technology Akreditasi, 8(4), 233–239.
[4] Regulation (EU) 2024/1689 of the European Parliament and of the Council of 13 June 2024 Laying down Harmonised Rules on Artificial Intelligence and Amending Regulations (EC) No 300/2008, (EU) No 167/2013, (EU) No 168/2013, (EU) 2018/858, (EU) 2018/1139 and (EU) 2019/2144 and Directives 2014/90/EU, (EU) 2016/797 and (EU) 2020/1828 (Artificial Intelligence Act), Pub. L. 2024/1689, Official Journal of the European Union (2024). http://data.europa.eu/eli/reg/2024/1689/oj
[5] OECD. (2026). OECD Digital Education Outlook 2026: Exploring Effective
Uses of Generative AI in Education. OECD Publishing, Paris.
https://doi.org/10.1787/062a7394-en
[6] Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019).
Systematic review of research on artificial intelligence applications in higher
education – where are the educators? In International Journal of Educational
Technology in Higher Education (Vol. 16, Number 39). Springer Nature.
https://doi.org/10.1186/s41239-019-0171-0
