Making the case for introducing generative artificial intelligence (AI) into design curricula

Abstract

The use of generative artificial intelligence (AI) in higher education design programmes is expanding, yet there is little formalized approach to its integration. Professionally, generative AI is starting to become an indispensable tool for ideation and prototyping, two fundamental skills taught in design’s studio pedagogy. Yet this digital leap into the future risks leaving design educators behind unless they take a proactive approach to its implementation and present its strengths and weaknesses. This study surveyed 74 design students from an Australian university, exploring their current utilization of generative AI and their projections for its future application in design practice. Findings confirm that generative AI is being used in an ad hoc way by students to speed up the ideation process tempered by a sceptical view of its creative output. A list of generative AI training for integration into the design curricula based on current research and survey results is proposed.