The Future of Education

The rapid development of generative artificial intelligence (AI) has introduced new possibilities and debates in art and design education, particularly regarding creative originality and learning processes. This study explores the integration of generative AI into a studio-based art course titled Expressive Techniques offered to second-year undergraduate students with prior drawing training at Chung Yuan Christian University in Taiwan.

Thirteen students aged 18–21 participated in the semester-long course. Students could independently decide whether and how to use ChatGPT as a creative support tool. AI-generated narrative ideas and conceptual prompts served only as sources of inspiration rather than direct instructions for artistic production, emphasizing human-centered creativity in the creative process. Students developed their visual works through sketching, photography, and mixed-media practices, transforming their own artistic ideas into visual narratives.

Research data included student artworks, creative process documentation, classroom observations, and weekly reflective questionnaires. Data were analyzed using thematic analysis and phenomenological analysis, complemented by visual analysis of student artworks. Triangulation was applied to integrate multiple data sources.

The findings indicate that generative AI functioned as a creative catalyst, stimulating visual imagination, narrative thinking, and creative engagement while preserving students’ individual artistic perspectives. The study suggests that generative AI can complement traditional studio practices and provides insights for innovative teaching approaches in contemporary art and design education.

Keywords: generative AI, narrative transportation, art education,  visual storytelling, student engagement