Abstract
The discussion on CST-based design education essentially reflects a critical stance toward the conventional use of the CST concept. The development of CST design education emerged as a response to the long-standing limitations of computational thinking (CT), with “CT and CST-based design education” historically forming the foundation of what the academic community has defined as creativity support tools. Today, with the advent of generative AI (GenAI), the genuine realization of CST appears increasingly attainable. The shift in focus from CT to CST design education stems from the latter’s embodiment of more definitive CST characteristics. This paper contributes by tracing the historical evolution and typological distinctions of CST design education, demonstrating the potential of GenAI to foster truly integrated creativity support tools. Furthermore, through structural optimization and practical case studies of a self-developed “AI creation platform” for educational use, the paper illustrates the viability of this emerging trajectory.
Keywords
Creativity Support Tools; CST-based Design Education; Gen AI
DOI
https://doi.org/10.21606/iasdr.2025.1130
Citation
Liao, C., Li, C., Cao, Z., Yu, Z., Hu, R.,and Han, T.(2025) Structural Optimization of CST-Based Design Education Models in the Context of Generative AI, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.1130
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 12 - Design Education
Structural Optimization of CST-Based Design Education Models in the Context of Generative AI
The discussion on CST-based design education essentially reflects a critical stance toward the conventional use of the CST concept. The development of CST design education emerged as a response to the long-standing limitations of computational thinking (CT), with “CT and CST-based design education” historically forming the foundation of what the academic community has defined as creativity support tools. Today, with the advent of generative AI (GenAI), the genuine realization of CST appears increasingly attainable. The shift in focus from CT to CST design education stems from the latter’s embodiment of more definitive CST characteristics. This paper contributes by tracing the historical evolution and typological distinctions of CST design education, demonstrating the potential of GenAI to foster truly integrated creativity support tools. Furthermore, through structural optimization and practical case studies of a self-developed “AI creation platform” for educational use, the paper illustrates the viability of this emerging trajectory.