The imitation gAIme: assessing the integration and pedagogical implications of Generative AI in art and design higher education

Abstract

The recent democratisation of generative Artificial Intelligence (AI) tools, such as ChatGPT and Midjourney, has introduced significant ethical and pedagogical dilemmas within higher education, specifically regarding plagiarism, copyright, and academic integrity. While industry workflows are rapidly incorporating these technologies, creative education often fluctuates between institutional bans and curricular integration. This study investigates how higher education in Art and Design is adapting to the advent of generative AI. Using a three-dimensional methodology: pedagogical, instrumental, and logistical, the research performed a content analysis of curricula from the top 10 QS-ranked Art and Design institutions alongside an evaluation of industry-standard software. The findings reveal a substantial adoption gap; of the 645 programmes assessed, only 7% explicitly mention AI in their curricula. Furthermore, the study examines how software-based teaching, combined with adaptive AI, redefines creative workflows and identifies the infrastructure required for seamless institutional integration. Consequently, this paper proposes a framework for responsible AI integration designed to bridge the divide between industry advancement and pedagogical practice. The research concludes by discussing the transformative impact of generative AI on the fundamental concepts of originality, individuality, and creativity in the design process.