Faculty Perspectives on GenAI in Creative Education

What is it about?

The article investigates how higher‑education faculty perceive and use generative AI—especially text‑to‑image tools—in creative, design, and digital art courses. It explores how these technologies disrupt teaching, the benefits and challenges they introduce, and the ethical and pedagogical concerns faculty face. Drawing on mixed‑method survey data, the study highlights gaps in AI literacy, identifies strategies that support responsible and effective classroom use, and outlines what educators believe is needed to build a healthy, human‑centered digital art ecosystem in universities.

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Photo by Microsoft 365 on Unsplash

Photo by Microsoft 365 on Unsplash

Why is it important?

The study is important because it provides some of the first empirical evidence about how faculty in art, design, and creative disciplines are experiencing the disruptions caused by generative AI—especially text‑to‑image tools. While GenAI is advancing quickly, institutions lack research‑based guidance on how to integrate these tools responsibly and effectively. This work shows that faculty often feel underprepared, face ethical and pedagogical challenges, and need stronger AI literacy and institutional support. By identifying both the benefits and risks of GenAI in creative education, the study helps shape policies, teaching strategies, and responsible‑use frameworks that can sustain a healthy, human‑centered digital art ecosystem.