Empowering students through generative AI and cultural diversity in interdisciplinary fashion design education
Abstract
Purpose This study aims to examine how integrating cultural diversity and generative AI into coursework can enhance students’ creativity, critical thinking and innovation, enabling them to design culturally aware products for the global market. Design/methodology/approach Grounded in Stanford’s design thinking framework, the proposed course designs were developed to incorporate a range of cutting-edge artificial intelligence (AI) tools. A portion of the curriculum was pilot-tested in actual college courses with 52 students to assess its effectiveness in achieving the intended learning outcomes. Findings Integrating generative AI and cultural diversity in a fashion design course enhanced students’ creativity, critical thinking, cultural awareness and teamwork. AI tools simplified research and design tasks for those with fewer technical skills, allowing them to focus on innovation, whereas cultural diversity fostered collaboration and the exchange of ideas for global markets. This approach could also apply to Science, Technology, Engineering, and Mathematics (STEM) fields like engineering, where AI supports coding and design to improve learning and develop globally relevant solutions. This study had some limits. It used a small group of students from one school, so the results may not fit all. Some AI tools produced errors or were difficult to use, highlighting the need for clarity about AI’s limitations and careful attention to cultural appropriateness in generated results. Fu…
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Prior creative-course implementations rely heavily on perceived creativity and self-reported outcomes, so this study prioritizes expert-rated product creativity.
“Prior creative-course implementations often report creativity-related benefits but rely heavily on perceived creativity and other self-reported outcomes, so this study distinguishes subjective perceptions from expert-rated product creativity and prioritizes rubric-scored artefacts as the primary endpoint (Lee 2025).”
From A Study on the Role of Midjourney, A Generative Artificial Intelligence Tool, in Enhancing Student Creativity in Illustration Design Classes (2026) · cites this paper as Lee 2025
A design-based pilot reported a 27% increase in creativity scores when generative AI was embedded into coursework.
“In a designbased pilot, Lee (2025) reported a 27% increase in creativity scores when generative artificial intelligence was embedded into coursework, which is consistent with the direction of the adjusted Product Creativity advantage observed here.”
From A Study on the Role of Midjourney, A Generative Artificial Intelligence Tool, in Enhancing Student Creativity in Illustration Design Classes (2026) · cites this paper as Lee (2025)
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- Authors
- Lee, J.
- Affiliations
- Fashion Institute of Technology (US)
- Corresponding author
- Lee, Jennifer
- Venue
- Research Journal of Textile and Apparel
- Publisher
- Emerald
- Published
- 2025-09-29
- Volume
- 30
- Issue
- 3
- Pages
- 576-595
- ISSN
- 1560-6074 (ISSN-L)
- 2515-8090
- OpenAlex
- W4414547593
- Semantic Scholar
- dc48be7e5dbac87abe6843fee176580984970dca
- Cited by
- 3
- References
- 37
- Citations by year
- 2026: 3
- FWCI
- 33.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Research Journal of Textile and Apparel (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Cultural and Historical Studies
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- generative AI, cultural diversity, fashion design education, interdisciplinary curriculum, design thinking, creativity, critical thinking, cultural awareness, teamwork, product design and development, cultural authenticity
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