Generative AI -- Creative Pedagogy versus Creative Application
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| Title: | Generative AI -- Creative Pedagogy versus Creative Application |
|---|---|
| Language: | English |
| Authors: | Dale Addy |
| Source: | Design and Technology Education. 2025 30(3):33-48. |
| Availability: | Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Artificial Intelligence, Creativity, Creative Thinking, Advertising, Graphic Arts, Design, Concept Formation, Visualization, Discovery Learning, Technological Advancement, Agencies, Teaching Methods |
| ISSN: | 1360-1431 2040-8633 |
| Abstract: | Generative Artificial Intelligence (GenAI) is rapidly changing and influencing the advertising and graphic design industries. GenAI is reimagining workflows and modifying the skills required for new graduates to secure their first jobs. Agencies are investing in AI technologies, and creative departments are leveraging GenAI for client engagement and conceptual development. However, design educators have been slow to adapt to this change. This lag risks leaving graduates unprepared for a creative industry in the midst of a technological transition. This qualitative study investigates how GenAI is being utilized in creative departments and how design educators are responding. Based on in-depth interviews with agency leaders and design faculty across the United States, a learning gap was made apparent. Agency leaders see GenAI as an essential creative tool for accelerating ideation and concept visualization, while educators remain cautious and prioritize foundational design training. Early pedagogical adopters understand the benefits of integration, but most curricula incorporate GenAI inconsistently, often relying on individual faculty initiative. The findings reveal the need for design educators to help students embrace GenAI as a tool that expands creative exploration and conceptual thinking. In an effort to remain relevant, graphic design educators must train students in both design and GenAI fundamentals. The ability for graduates to create authentic, human-centered design work will be the definition of success in an AI-driven creative industry. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493901 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1493901 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Generative AI -- Creative Pedagogy versus Creative Application – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dale+Addy%22">Dale Addy</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Design+and+Technology+Education%22"><i>Design and Technology Education</i></searchLink>. 2025 30(3):33-48. – Name: Avail Label: Availability Group: Avail Data: Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Advertising%22">Advertising</searchLink><br /><searchLink fieldCode="DE" term="%22Graphic+Arts%22">Graphic Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Visualization%22">Visualization</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Learning%22">Discovery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Advancement%22">Technological Advancement</searchLink><br /><searchLink fieldCode="DE" term="%22Agencies%22">Agencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1360-1431<br />2040-8633 – Name: Abstract Label: Abstract Group: Ab Data: Generative Artificial Intelligence (GenAI) is rapidly changing and influencing the advertising and graphic design industries. GenAI is reimagining workflows and modifying the skills required for new graduates to secure their first jobs. Agencies are investing in AI technologies, and creative departments are leveraging GenAI for client engagement and conceptual development. However, design educators have been slow to adapt to this change. This lag risks leaving graduates unprepared for a creative industry in the midst of a technological transition. This qualitative study investigates how GenAI is being utilized in creative departments and how design educators are responding. Based on in-depth interviews with agency leaders and design faculty across the United States, a learning gap was made apparent. Agency leaders see GenAI as an essential creative tool for accelerating ideation and concept visualization, while educators remain cautious and prioritize foundational design training. Early pedagogical adopters understand the benefits of integration, but most curricula incorporate GenAI inconsistently, often relying on individual faculty initiative. The findings reveal the need for design educators to help students embrace GenAI as a tool that expands creative exploration and conceptual thinking. In an effort to remain relevant, graphic design educators must train students in both design and GenAI fundamentals. The ability for graduates to create authentic, human-centered design work will be the definition of success in an AI-driven creative industry. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1493901 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 33 Subjects: – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Creativity Type: general – SubjectFull: Creative Thinking Type: general – SubjectFull: Advertising Type: general – SubjectFull: Graphic Arts Type: general – SubjectFull: Design Type: general – SubjectFull: Concept Formation Type: general – SubjectFull: Visualization Type: general – SubjectFull: Discovery Learning Type: general – SubjectFull: Technological Advancement Type: general – SubjectFull: Agencies Type: general – SubjectFull: Teaching Methods Type: general Titles: – TitleFull: Generative AI -- Creative Pedagogy versus Creative Application Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dale Addy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1360-1431 – Type: issn-electronic Value: 2040-8633 Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Design and Technology Education Type: main |
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