Artificial Intelligence in Art and Design Education and Challenges: An Exploration of Future Educational Models

Haitao  Bai; Kumron  Sirathanakul; Kasinee  Sokhuma

doi:10.60027/iarj.2025.286938

Authors

Haitao Bai Faculty of Education, Shinawatra University, Thailand https://orcid.org/0009-0002-8151-0354
Kumron Sirathanakul Faculty of Education, Shinawatra University, Thailand https://orcid.org/0009-0008-5800-7543
Kasinee Sokhuma Faculty of Education, Shinawatra University, Thailand https://orcid.org/0009-0008-2618-0122

DOI:

https://doi.org/10.60027/iarj.2025.286938

Keywords:

Artificial Intelligence, Art and Design E, Technology

Abstract

Background and Aims: The term "artificial intelligence" was first coined by John McCarthy at the Dartmouth Conference in 1956, marking the birth of artificial intelligence as an independent discipline. The discipline of AI is a highly integrated field of science and technology and philosophy, and despite its short history as a discipline, there is a long history of discussion about AI and that these philosophical theories were closely related to the formation of the concept of AI, similar to the way that the concept of "robot" was first introduced in literature and art. The study of the significance of artificial intelligence in art and design education can be elaborated in more detail at three levels: theoretical significance, practical significance, and educational practice.

Methodology: A core sample of 300 students from the Art and Design program classes of 2021 through 2023 was used for the study. The distribution of the student sample size was based on the following logic: 40% (120) freshmen, 35% (105) sophomores, and 25% (75) juniors. This ratio reflects both the comfort level of beginners with AI technology and the depth of senior students' experience with the technology.

Results: The study analyzes in detail the application of artificial intelligence in art and design education, including intelligent assisted teaching, stimulation of creative thinking, and accurate evaluation and feedback mechanisms. But also positively affected students' creativity. Nevertheless, the challenges of technology integration, ethical and moral considerations, and the reconfiguration of educational resources remain.

Conclusion: This study provides a new approach to supporting solid theory and practice for the reform and advancement of art and design education in the future. Although research in art and design is still in its infancy compared to information science, and also finds many common points between artificial intelligence and art and design, the research finds that exploring the impact of artificial intelligence on art and design education, and using the current widespread interest in artificial intelligence and its practical application as a starting point, provides theoretical and practical suggestions for future art design with clear implications for efficiency.

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