Integrating ChatGPT in sculpture education: Balancing creativity, pedagogy, and ethical challenges

Abstract

This study systematically reviewed the emerging literature on the integration of ChatGPT and generative AI tools in sculpture education, a domain where embodied practice and material exploration remain central. Guided by Constructivist Learning Theory, Cognitive Load Theory, and Experiential Learning Theory, the review examined five peer-reviewed studies published between 2023 and 2025. Thematic synthesis identified four overarching themes: artistic ideation and conceptualisation, pedagogical benefits and limitations, ethical considerations, and challenges to adoption. Findings indicated that AI can stimulate creativity, support idea generation, and reduce cognitive load, yet risks encouraging superficial learning and undermining originality when used uncritically. Pedagogical value was strongest when AI functioned as a scaffold rather than a substitute for hands-on practice, though inequities in access and infrastructural demands limited its impact. Ethical tensions concerning plagiarism, authorship, and assessment integrity persisted across studies, while cultural resistance and structural disparities further slowed adoption. Overall, AI such as ChatGPT holds promise as an augmentation tool for sculpture education but requires cautious integration, clear policy frameworks, and investment in digital equity. Future research should prioritize empirical, longitudinal, and cross-cultural studies to deepen understanding of generative AI's role in creative education. • AI amplifies creative thinking and concept development but appears to hamper critical thinking. • The introduction of AI in learning enhances the instructionality of learning while at the same time raising concerns of dependency and dormancy. • Ethical issues that may arise include authorship, originality, and the generation of new art with the help of AI.

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