Eraky, . (2025). The role of guided and unguided merging of generative artificial intelligence in design education to enhance the creative productivity of applied design students.. International Design Journal, 15(5), 465-481. doi: 10.21608/idj.2025.397240.1368
ٍSally Esmail Eraky. "The role of guided and unguided merging of generative artificial intelligence in design education to enhance the creative productivity of applied design students.". International Design Journal, 15, 5, 2025, 465-481. doi: 10.21608/idj.2025.397240.1368
Eraky, . (2025). 'The role of guided and unguided merging of generative artificial intelligence in design education to enhance the creative productivity of applied design students.', International Design Journal, 15(5), pp. 465-481. doi: 10.21608/idj.2025.397240.1368
Eraky, . The role of guided and unguided merging of generative artificial intelligence in design education to enhance the creative productivity of applied design students.. International Design Journal, 2025; 15(5): 465-481. doi: 10.21608/idj.2025.397240.1368
The role of guided and unguided merging of generative artificial intelligence in design education to enhance the creative productivity of applied design students.
Faculty of applied arts - 6th of October University (O6U)- Giza –Egypt
Abstract
Amid rapid transitions toward digital technologies, significant challenges have emerged in the use of artificial intelligence tools and techniques within higher education—particularly in teaching applied design across various disciplines in the field of applied arts. For students, AI tools have become an engaging and widely accessible experience, while for faculty, they remain a complex and sometimes ambiguous domain requiring thoughtful with In accordance with the nature of each specialty and without harming the fundamentals of traditional applied design teaching methodologies. Problem: How can the use of artificial intelligence tools and techniques be regulated and integrated into the development of applied design teaching Objectives: Establish a general framework for regulating the integration of the potentials of artificial intelligence in teaching and education in applied design to achieve maximum benefit from its use, without harming the natural stages of creative education and their outcomes. Hypotheses: The use of artificial intelligence by students will have positive repercussions on the development of their creative and innovative aspects, provided that mechanisms and regulations are established for its integration into the education, monitoring, and evaluation processes at all stages of design. Methodology: Descriptive Experimental—Inductive and Deductive Results: The processes of integrating AI into the curricula for teaching applied design must be constrained by guidelines and directed by faculty members, whether in the timing of the phases used in the design process or the types of programs used, to ensure fair assessment among students. Recommendations: Develop updated teaching strategies incorporating AI into design courses tools.
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