Reconfiguring graphic design education for generative AI in higher education: a human-agency and adaptive-curriculum framework

This analysis focuses on the impact of generative AI on graphic design education, identifying a curriculum-transformation challenge due to the redistribution of activities involved in learning, practicing, demonstrating, and assessing disciplinary expertise. A study involving a survey of 270 participants and interviews with 12 academics and practitioners found a 'Transformative: Normative' response orientation and a 'Curricular Diagnostic Crit' among respondents.

The emergence of generative AI necessitates a strategic re-evaluation of educational frameworks across various disciplines. Understanding how AI reconfigures learning and assessment is critical for institutions to maintain pedagogical relevance and ensure graduates are equipped with future-proof skills. Proactive curriculum adaptation can prevent skill gaps and enhance educational efficacy.

Generative AI presents a curriculum-transformation problem in graphic design education.

Forward consideration, not a verified fact.