REDEFINING DESIGN EDUCATION: HOW AI FOSTERS CREATIVITY AND CRITICAL THINKING IN FJWU’S FEMALE STUDENTS

Abstract

This research examines to what extent AI can benefit creative thinking and problem-solving skills in female university design students. A quantitative survey-based approach was adopted and 235 female participants who have used AI tools in their coursework were purposefully sampled. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) which provides a useful lens to understand how AI tool impacts on university design students’ creative thinking and problem-solving capabilities and how these can be influenced through the factors of technology adoption and use. Insight into usage patterns of AI and its perceived impact on creativity, as well as whether AI promotes or inhibits problem solving in design tasks, was captured through a structured online questionnaire. The findings show a strong alignment with UTAUT constructs, mainly Performance Expectancy and Effort Expectancy, as factors which drive AI tool adoption of design students. Nevertheless, design and user support areas for improvement remain related to Facilitating Conditions and perceived barriers to originality. If these issues are addressed it can aid to adoption, enhance innovation, and create a positive, empowering user experience. The results demonstrate an overwhelmingly positive view of AI tools as learning tools that facilitate idea generation and innovation, and therefore present an opportunity for AI to leverage design education.