Exploring Japanese pre-service teachers’ experiences and reflections on text-to-image generative AI in art education

Generative artificial intelligence (AI) in pre-service art teacher education remains underexplored. This study addresses this gap by investigating Japanese pre-service art education students’ ( N = 14) perspectives on text-to-image generative AI. Conducted through a hands-on workshop, the study explored both opportunities and challenges of AI integration within K–12 art education. Participants expressed concerns about AI’s potential to diminish creativity, artistic development and critical thinking through over-reliance. Conversely, they recognized AI’s affordances in enhancing creative potential, streamlining tasks and reshaping teacher identities through co-creation. The findings reflect a nuanced blend of optimism and scepticism, underscoring the complex and evolving role of AI in disrupting art education practice.