Generative AI in Design Thinking Pedagogy: Enhancing Creativity, Critical Thinking, and Ethical Reasoning in Higher Education

This study investigates how generative AI (GenAI) integration within Design Thinking pedagogy transforms undergraduate students' creativity, critical thinking, and ethical reasoning. Using mixed methods analysis of 112 student reflections from a 12-week course, we examined experiences with GenAI tools such as ChatGPT and DALL·E across Design Thinking's five stages. Thematic analysis revealed four key themes: Perceived Benefits (enhanced creativity and accessibility), Ethical Concerns (bias and authorship ambiguity), Hesitance & Acceptance (evolution from scepticism to strategic adoption), and Critical Validation (development of epistemic vigilance). Sentiment analysis showed 86% positive responses, though ethical concerns generated significant negative sentiment (62%). Findings demonstrate that GenAI, when pedagogically scaffolded, augments rather than replaces human judgment. Students evolved from passive users to critical evaluators, developing strategies for bias detection and source validation. The study challenges traditional cognitive taxonomies and calls for reimagining AI literacy as a multidimensional competence encompassing creativity, ethics, and critical reasoning essential for navigating AI-mediated learning environments