Reflecting on the Integration of Generative AI in Design Education: Lessons from the Field

This testimonial article reflects on integrating Generative Artificial Intelligence (GenAI) into design education through three distinct experiences: personal explorations as a designer and educator, collaborative faculty learning in design technology, and integration within an undergraduate digital design course. This paper aims to contribute to discussions on how GenAI tools can support creative and educational practices. It employs a phenomenological approach to document these experiences, assessing the impact of AI on creativity, pedagogical practices, and learning outcomes. The theoretical framework draws on Constructivist Learning Theory, Kolb’s Experiential Learning Theory, Reflective Practice, Technological Pedagogical Content Knowledge (TPACK), and the concept of the democratization of creativity. These theoretical perspectives help to analyze how learners and educators construct knowledge through interaction with AI technologies, iterate through cycles of experimentation, and reflect on their practice. The analysis reveals the transformative role of GenAI in enhancing educational equity and creative engagement while also highlighting ethical considerations such as biases, intellectual property, and the risks of over-reliance. This paper invites educators to critically engage with AI, proposing strategies to integrate these technologies thoughtfully in design education.