From tools to thinking partners: Cognitive and pedagogical shifts in design education through generative AI

Abstract

Generative Artificial Intelligence is reshaping design education by influencing how students develop ideas and make creative decisions. Unlike earlier digital shifts that mainly changed production methods, generative AI introduces cognitive changes by moving part of ideation and evaluation into human–AI collaboration. This study offers a rare perspective by comparing design educators’ views on integrating AI in El Salvador and Indonesia, with Denmark as a comparison case. Using a qualitative interpretive approach, interviews with nine academics reveal key themes such as AI as a thinking partner, the persistence of manual-first pedagogy and the rising importance of prompt literacy. Findings show that in resource-limited programs, manual-first traditions provide an important foundation for making curatorial judgments about AI-generated ideas, while Denmark educators use a more structured integration aligned with industry demands. Design educators emphasise ethical awareness and critical judgment, framing AI as a catalyst for rethinking creative processes rather than replacing them.

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