Generative Artificial Intelligence as a Catalyst for Change in Higher Education Art Study Programs

Abstract

Generative Artificial Intelligence (AI) has emerged as a transformative tool in art education, offering innovative avenues for creativity and learning. However, concerns persist among educators regarding the potential misuse of text-to-image generators as unethical shortcuts. This study explores how bachelor’s-level art students perceive and use generative AI in artistic composition. Ten art students participated in a lecture on composition principles and completed a practical composition task using both traditional methods and generative AI tools. Their interactions were observed, followed by the administration of a questionnaire capturing their reflections. Qualitative analysis of the data revealed that students recognize the potential of generative AI for ideation and conceptual development but find its limitations frustrating for executing nuanced artistic tasks. This study highlights the current utility of generative AI as an inspirational and conceptual mentor rather than a precise artistic tool, highlighting the need for structured training and a balanced integration of generative AI with traditional design methods. Future research should focus on larger participant samples, assess the evolving capabilities of generative AI tools, and explore their potential to teach fundamental art concepts effectively while addressing concerns about academic integrity. Enhancing the functionality of these tools could bridge gaps between creativity and pedagogy in art education.