Generative AI in Studio-Based Design Education: Human–AI Relationships, Collaboration and Assessment
Abstract
Rapid advances in generative AI (GenAI) have created both opportunities and challenges that have transformed the landscape for design education. While GenAI offers new ways to envision and explore entire design processes—from framing design challenges to generating design output—its influence on studio-based learning practices and environments remains under explored. Drawing on qualitative data, this study investigates how GenAI is transforming core practices in studio-based design education, focusing on relationships, collaboration, and assessment. The findings show that GenAI disrupts dialogic critiques, undermines creative agency, diffuses ethical responsibility, and renders learning processes increasingly opaque, thus challenging traditional pedagogical structures. In response, this article proposes reframing studio pedagogy to emphasise process transparency, ethical co-creation, and critical human–AI collaboration.
Keywords
Generative AI (Gen AI); Studio-based learning; Design education; Human–AI relationships; Assessment in AI-mediated learning
DOI
https://doi.org/10.21606/iasdr.2025.845
Citation
Park, H.(2025) Generative AI in Studio-Based Design Education: Human–AI Relationships, Collaboration and Assessment, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.845
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Generative AI in Studio-Based Design Education: Human–AI Relationships, Collaboration and Assessment
Rapid advances in generative AI (GenAI) have created both opportunities and challenges that have transformed the landscape for design education. While GenAI offers new ways to envision and explore entire design processes—from framing design challenges to generating design output—its influence on studio-based learning practices and environments remains under explored. Drawing on qualitative data, this study investigates how GenAI is transforming core practices in studio-based design education, focusing on relationships, collaboration, and assessment. The findings show that GenAI disrupts dialogic critiques, undermines creative agency, diffuses ethical responsibility, and renders learning processes increasingly opaque, thus challenging traditional pedagogical structures. In response, this article proposes reframing studio pedagogy to emphasise process transparency, ethical co-creation, and critical human–AI collaboration.